2024: ASCILITE 2024 Conference Companion Materials

This study explores the complex process of integrating generative artificial intelligence (GenAI) into a flipped classroom. Employing Clandinin and Connelly’s (2000) narrative inquiry framework, the study collected data from class

This study explores the complex process of integrating generative artificial intelligence (GenAI) into a flipped classroom. Employing Clandinin and Connelly’s (2000) narrative inquiry framework, the study collected data from class observations and semi-structured interviews with a lecturer and six English-majored undergraduates before, during, and at the end of a 15-week British Literature course. Bhattacharya’s (2017) inductive analysis model was used to inform the thematic narrative sub-approach. The findings revealed both challenges and benefits associated with using GenAI for flipped learning while highlighting its impact on students’ self-regulated learning and teacher self-efficacy. This presentation retells stories from the participants’ lived experiences in a GenAI-enabled and flipped classroom. Exemplary learning resources are showcased to demonstrate how GenAI tools can effectively and efficiently facilitate flipped learning. The insights gained from this study contribute to a deeper understanding of the potential of GenAI in transforming educational practices and enhancing the flipped learning experience.

YarnPods are an innovative digital learning tool designed to integrate Indigenous knowledges and perspectives into higher education curricula. Featuring First Nations' voices and stories through yarning podcasts, YarnPods enable teachers

YarnPods are an innovative digital learning tool designed to integrate Indigenous knowledges and perspectives into higher education curricula. Featuring First Nations' voices and stories through yarning podcasts, YarnPods enable teachers to authentically embed Indigenous knowledge within their disciplinary contexts. Drawing on Indigenous pedagogies such as storytelling, knowledge sharing, and dadirri—deep listening, which refers to “a deep contemplative process of listening to one another in reciprocal relationships” (Ungunmerr-Baumann et al, 2022) - YarnPods offer educators a transformative teaching approach. This approach shifts the narrative from learning about to learning from, with, and for Indigenous peoples, histories, culture, and Country. By creating culturally safe spaces for dialogue, reflection, and shared learning, YarnPods also address the concerns of non-Indigenous educators, helping them navigate the complexities of incorporating Indigenous perspectives into their teaching practices without fear of misrepresentation or 'getting it wrong’. My Gamilaroi heritage—along with my deep connection to Country and inherent ways of knowing, being, and doing passed down from Elders—has profoundly influenced the design of the YarnPod concept and emerging framework. The framework provides a structured, respectful, and culturally sensitive approach to engaging with Indigenous subject matter experts and serves as both a resource for educators and a model for interaction. Built around five core elements, the framework emphasises active listening and reciprocal learning. After consulting with a local Dharug Elder and scholar in a yarning circle, we determined that these elements should be connected by interwoven lines, symbolising the rivers of shared knowledge that flow during a yarn. At the heart of the YarnPod framework are ethical principles, carefully shaped through consultation with Indigenous Elders and scholars within my institution and community. In adherence to AIATSIS ethical guidelines (2020), YarnPods safeguard Indigenous intellectual property while ensuring cultural safety of guests, students, and educators. Indigenous guests are invited through established networks and community connections, and before recording, written consent is obtained for both the recording and distribution of the YarnPod. A verbal caveat in each episode clearly states that the knowledge shared remains the intellectual property of the knowledge holders and is shared with their consent for educational purposes. Kolb’s Experiential Learning Theory (ELT) (2018) informed the introduction of YarnPods to educators, encouraging deeper understanding through experiencing, reflecting, thinking, and acting—mirroring traditional Aboriginal pedagogies. “Cultural experts such as Elders hold knowledge in the traditional stories, in the ceremonies, and in the practices; teaching is by mentoring and learning is by doing and application” (Hogue, 2016). This promoted higher level learning by enabling educators to develop understanding through experience and reflection, and global research based on ELT supports the cross-cultural applicability of the model. During this process, educators were provided with audio-only exemplars and resources allowing them to hear and practice deep listening and reciprocal dialogue, assisting to reduce anxieties associated with incorporating these pedagogies into their teaching practices. From a Technology-Enhanced Learning (TEL) perspective, YarnPods demonstrate the potential to decolonise education by embedding Indigenous voices and storytelling traditions into the curriculum. By aligning with Indigenous oral knowledge systems, YarnPods provide a scalable and adaptable model that can be applied across various disciplines, making them a valuable tool for integrating Indigenous perspectives authentically within higher education. Podcasting, as a digital medium, enhances flexibility, accessibility, and engagement by connecting learners to Indigenous stories and voices through tone, inflection, and the intimacy of spoken word. YarnPods are embedded within the Learning Management System for students using the Echo360 platform, offering closed captioning and downloadable transcripts to support a wide range of learners. The result is a versatile learning tool that allows students and educators to access Indigenous knowledges in remote, hybrid, and in-person settings. To date, YarnPods have been embedded into 17 units across six different disciplines in the Faculty of Arts, reaching more than 2000 students. Along with the YarnPod recording, students are provided an audio-clip to introduce the concept, an episode notes page detailing references and a glossary of terms, and a reflective space with prompts tailored to the content of the yarn, where they can critically examine their own perspectives and reflect on their learnings. The research behind YarnPods investigates their effectiveness as a pedagogical approach for embedding Indigenous knowledges into curricula. Initial findings through reflections, surveys, and one-on-one yarns indicate that YarnPods enhance students' understanding and appreciation of Indigenous culture and perspectives, while educators report that YarnPods provide a culturally responsive teaching resource that alleviates concerns of misrepresentation. Future developments include scaling YarnPods across additional faculties and introducing assessable student podcast activities, contributing to a deeper evidence base for YarnPods as an innovative digital learning tool. The successful integration of YarnPods highlights the importance of culturally sensitive design in educational resources, showcasing their potential as a powerful digital tool for embedding Indigenous perspectives. Positioned at the intersection of emerging technologies, pedagogical innovation, and Indigenous knowledge-sharing practices, YarnPods provide a culturally responsive and technologically advanced platform that fosters reciprocal learning relationships and meaningfully addresses the challenges of decolonising education.

The rise of AI and related threats to academic integrity in a post-pandemic academic environment where most assessments are not invigilated forces universities to revisit the question of how to conduct safe and fair assessments (Dawson

The rise of AI and related threats to academic integrity in a post-pandemic academic environment where most assessments are not invigilated forces universities to revisit the question of how to conduct safe and fair assessments (Dawson, 2022). As invigilated exams and online proctoring have fallen out of favour with university administrators due to cost, space or privacy concerns, oral assessments have found renewed interest (Newell, 2023). These are effective in measuring students' knowledge whilst verifying that the responses truly belong to the student (Joughin, 1998). Though there are many established variations of oral assessment, from viva voce thesis defence to interactive orals (as widely conducted in Law and Medicine), they usually emphasise authentic live interaction between student and assessor. However, the sheer scale of some undergraduate programs (as common in Business Schools) along with the integrated nature of business curriculum requiring marking expertise from different graders makes truly interactive oral exams unfeasible. As a response, a large first-year undergraduate Business course (with student enrolments of between 500-1200 per term) at a G08 institution implemented an authentic recorded oral assessment, which mimics job interview practice. Students were recorded for a set time period while they responded to questions verbally with the resulting video and transcripts being later marked. We utilised an asynchronous, remotely invigilated oral assessment (Baird et al., 2022) for the final exam to improve academic integrity and to further embed transferable skills that is industry relevant whilst increasing student employability. The new assessment format was named ‘Live Recorded Video Exam (LRVE)’. The invigilation process for this exam was conducted on a one-on-one basis where one invigilator checked each student in their groupings. The invigilators were provided with a procedural checklist to follow to be consistent within all the groups. The process involved the invigilator calling the student into a Microsoft Teams channel, verifying the student’s identity, checking their immediate surroundings, sharing the screen of the device that the student was using, providing a password verbally for the student to access the exam questions and then to start the recording for invigilation purposes. Once the recording commenced, the invigilator would leave the meeting room and allow the student to complete the exam independently by articulating their responses. The graders had access to both the video recording as well as the captioned transcript to mark the exam and check for any student misconduct. Students were informed about the exam format through different channels from the teaching team as well as innovative student-led initiatives. They were given various opportunities to prepare throughout the term within established class structures and practice mock sessions. Out of 542 exams, none were reported for violations of academic integrity and the rate of special consideration applications was lower. This is, in part, due to potential problems being rectified during the student check-in process. Surveys conducted after the exam showed the LRVE format was well-received by markers and student representatives in part because of its flexibility, offering a complement to traditional viva voce models and demonstrating its scalability.

Research shows that feedback practices significantly impact key student outcomes, including performance, engagement, and satisfaction (Esmaeeli, Shandiz, Shojaei, Fazli & Ahmadi 2023). Feedback is a crucial component of learning in Higher

Research shows that feedback practices significantly impact key student outcomes, including performance, engagement, and satisfaction (Esmaeeli, Shandiz, Shojaei, Fazli & Ahmadi 2023). Feedback is a crucial component of learning in Higher Education (HE) and plays a vital role in developing critical thinking, improving retention, and enhancing student engagement. The importance of timely dialogic feedback in enhancing student engagement and potentially improving retention is well understood (Advance HE 2020). However, academic staff are increasingly time-poor, with reduced opportunities to provide regular in-depth quality feedback outside of that given for summative assessment (Henderson, Ryan & Phillips 2019). Early experimentations with using Generative AI (GenAI) such as ChatGPT to provide feedback for formative assessment recognises that students will learn and work in an AI-enabled world beyond their university studies (Bowditch 2023). GenAI can be leveraged inside and outside the classroom to achieve positive student engagement and improved skill development thereby affording them the skills and knowledge necessary to succeed (Hooda et al. 2022). Engaging with GenAI for feedback purposes offers an opportunity to increase equitable access to feedback across the student cohort, to support and further develop their critical skills and learning outcomes. As Verhoeven and Rana (2023) note, “AI disruption may present an opportunity to shift the focus from assessment of learning to assessment for learning”. Utilising GenAI for feedback purposes can provide rapid, personalised learning support, and aid with planning, drafting, and revising student work. However, this adoption of GenAI for feedback must be driven and developed by the educator, keeping the human in the loop to ensure quality (Atchley, Pannell, Wofford, Hopkins & Atchley). Our project draws on the principles of feedback literacy, current research on using AI as learning tool (Verhoeven & Rana 2023b; Tubino & Adachi 2022) and emphasises student-centred learning through dialogic feedback practices. The project draws on scholarship from Mollick and Mollick’s seven approaches to student use of AI (2023), Perkins, Furze, Roe and MacVaugh’s framework for ethical integration of AI in assessment (2024), and emerging work from Liu, Brightman, and Miller on GenAI and feedback (2023). This presentation addresses the conference theme of Technology, providing an overview and reflection on staff development and adoption of GenAI for feedback processes for the benefit of student learning. We will showcase four use cases of the use of GenAI to design and implement feedback creation for undergraduate formative assessment across the three Colleges at the University of Newcastle. All cases engage innovation in Technology Enhanced Learning (TEL) practice in developing GenAI tools to support student learning via feedback. The presentation addresses the benefits and challenges of each approach. Recognising the value of feedback in student learning, this PechaKucha is aimed at a diverse audience in HE. Our presentation will demonstrate applicability and adaptability to a range of disciplines as we explore the impact new and emerging GenAI technologies can have on HE. We will introduce the possibilities of using GenAI for feedback purposes, and encourage staff to consider experimenting with and adopting their own innovative TEL practices.

In Higher Education, and across Australia, there is a persistent disparity in the understanding of Indigenous knowledges and histories (Bodkin-Andrews et al., 2022; Page et al., 2020). Therefore, as part of their indigenous strategy

In Higher Education, and across Australia, there is a persistent disparity in the understanding of Indigenous knowledges and histories (Bodkin-Andrews et al., 2022; Page et al., 2020). Therefore, as part of their indigenous strategy Universities Australia calls upon universities to commit to ensuring all students encounter and engage with Aboriginal and Torres Strait Islander content (Unviersities Australia, 2017). The challenge for educators and universities is navigating how to implement this within the curriculum for multifaceted reasons, including the variance between Eurocentric curricula and Indigenous ways of knowing (Cooper et al., 2024). Approaches that bringing the voice of First Nations Australians into university learning, to allow Indigenous peoples to represent themselves in this process, are vital. However, to date there are limited models of how to do this while balancing the cultural load and workload for First Nations peoples (Bodkin-Andrews et al., 2022). As one method, Envirocare has been developed as a digital learning space aimed for bringing into Australian university curricula Indigenous cultural intelligence. The project aimed to create equitable, open-access Technology Enhanced Learning that supports culturally appropriate content delivery and assessment methods nationwide. The concept emerged from collaborative efforts involving Deakin University and the Australian Council of Environmental Deans and Directors. This was guided entirely by collaborative partnerships with First Nations rangers and educators through interviews to bring authentic and relevant voices to leaners (Dahl et al., 2004; Keddie, 2012). Thus, Envirocare represents a milestone in open education practice with digital learning spaces. The project underscores the importance of collaborative, culturally informed approaches in educational innovation, aiming to enhance student learning experiences and promote broader community engagement. Envirocare can be accessed by web address at any time, and from any device with internet connection. As learners enter Envirocare, they are immersed in the content and challenged to examine their own positions, fostering their cultural intelligence, including what they think about First Nations ways of knowing, doing and being and whether they have thought about how they think about science before. Through reflection, and engaging in deep listening, they identify what might be feasible for future actions and choose a way forward. The resultant digital learning space enables educators to incorporate learnings into university curricula, with modular content that is adaptable for various educational levels. This presentation will reflect on the project's evolution, the significance of building trust with 9 different people from different communities and the value of inclusive content creation processes. Through sharing methodologies and outcomes, this Pecha Kucha presentation encourages similar initiatives, advocating for respectful integration of Indigenous knowledge into educational frameworks. The presentation will showcase the project journey to emphasise this emerging digital learning space and how it might influence the sociocultural norms of higher education.

Emerging from the Covid19 pandemic, many higher education institutions rapidly improvised teaching students in a hybrid mode that concurrently combined online and in-person instruction. The varied engagement results from students and staff

Emerging from the Covid19 pandemic, many higher education institutions rapidly improvised teaching students in a hybrid mode that concurrently combined online and in-person instruction. The varied engagement results from students and staff prompted many institutions to reconsider this hybrid approach (Raes et al., 2020), with opinions of both students and teachers divided on the merits of returning to an in-person classroom. While some studies (Peng & Wei, 2021) noted success at the ‘juggling act’ of supporting both an in-person class and an online class simultaneously, more studies found the emerging technology, split focus, resourcing and unfamiliar instructions to be a disengaging classroom experience (Aagaard et al, 2023). A lack of clear and quantitative evidence has been noted as a key issue with many of the studies of hybrid learning (Raes et al, 2020). The improvised nature of many pandemic teaching responses and the many variables that may confound engagement results, prompts a more considered and deliberate re-examination of hybrid learning which takes into account the motivational needs of students. If a student is motivated to attend a hybrid classroom, their subsequent evaluations of the experience seem likely to be related to their initial motives, expectations and reasons for attending. The lens of Self Determination Theory (SDT) offers a range of insights into the type of motivation felt by students and enables the disambiguation of whether a student is motivated intrinsically or extrinsically (Ryan & Deci, 2017). Intrinsic motivation being characterised by an internal locus of control –arising spontaneously from within. Extrinsic motivation conversely is characterised by an external locus of control – motivation is controlled by outside factors and compulsions that a student feels they ought to follow. Deci and Ryan’s Intrinsic Motivation Inventory (IMI) offers us additional insights into three descriptive sub-types of intrinsic and extrinsic motivation – autonomy, relatedness and mastery. The idea that an unfulfilled need for personal relatedness in some students might relate to levels of student engagement online and in-person was hoped might explain some of variable engagement responses from students. This presentation tells the story of how hundreds of students responded to a synchronous concurrent hybrid classroom intervention across four weeks of an otherwise online subject. Utilising high-quality hybrid learning technology available at the time, the advanced Class.com interface and a well-adapted pedagogy the journey of students with differing motivational needs was explored using the lens of Deci and Ryan’s (2017) IMI. Through regression modelling, network analysis and a broad analysis of associated demographic factors it was found in particular that low ATAR students with extrinsic motivation were more disengaged by the hybrid classroom environment, in comparison to other motivational subgroups. Contrary to expectation, students with a motivational need for relatedness were not found to respond differently to hybrid learning compared with other motivational subgroups. Recommendations for future iterations of synchronous concurrent hybrid classrooms and research are offered.

A new early childhood course at the University of New England (UNE) has been developed with a combination of 3cp and 6cp units. The 3cp units were developed with consideration to the UNE early childhood student cohort. Research on current

A new early childhood course at the University of New England (UNE) has been developed with a combination of 3cp and 6cp units. The 3cp units were developed with consideration to the UNE early childhood student cohort. Research on current early childhood students indicated that they are working full time alongside their studies in early childhood environments, and they can find the transition from TAFE to University difficult. The course was designed so that students started their degree with the 3cp units, with the aim to build their confidence and competence in academic skills, and include relevant and practical content that could be applied within their early childhood context. The purpose of this pecha kucha is to provide an example of practice in development of smaller credit point units across a whole course. The learning design team and early childhood team at UNE worked collaboratively on the new course design. As the early childhood team had a full-time teaching load while content development was also a priority, early childhood researchers were engaged to write content. We wanted to design the 3cp units with a consistent approach across the course and with a similar pedagogical flavour. Traditionally, we also noticed that when creating unit content and assessment, content writers often focused on the ‘hours’ model of developing to 150 hours per unit (for a 6cp unit). The challenge was to consider the right amount of content for 3cp units for our student audience. We needed to shift thinking from the ‘hours’ model to ensure that the development of 3cp content was led by the learning outcomes and assessment requirements, with content being scaffolded into this, also known as backwards design (Davis et al., 2021). McEwan et al. (2023) identify that in academic development and curriculum design, it is necessary to provide a balance between theory and practice. So, we developed a guidance note for staff who were writing content, and a corresponding template in which to develop the content. The guidance note encouraged staff to think differently from the hours model, and encouraged content writers to think practically about the various tasks they were asking students to complete. For example, we researched average reading speeds in online environments and how this may impact the length of time to read and comprehend topic notes. We also developed a consistent structure for content within the 3cp units that we thought would be reasonable. This was the starting point for content writers to develop content. The benefit of this is that most 3cp units have approximately the same amount of content and number of topics, aiming to create a consistent student experience. We are currently conducting research to determine the effectiveness of the 3cp units, and if they are targeted appropriately for students to help them transition from TAFE to University, and if they find the workload too much or too little. This research may also be relevant for the development of other short courses in higher education institutions.

Using a scholarly personal narrative, I share about my first year pretending to be a deputy director, responsible for ‘faculty training’ under the Center of Open and Digital Teaching and Learning in an open university. My reflections over

Using a scholarly personal narrative, I share about my first year pretending to be a deputy director, responsible for ‘faculty training’ under the Center of Open and Digital Teaching and Learning in an open university. My reflections over time in storied form as part of teaching and learning with colleagues (Ingersoll, 2018) aim to illuminate what constitutes our ongoing and best practices within the institution’s so called Open and Distance eLearning programs or ODeL (Alfonso, 2014). I branded a series of faculty learning activities as “T&L Convoes” to bring to the fore topics worth talking about, like an online version of stories we would normally share over ‘merienda’ or breaktime. Focused group discussions were undertaken to interrogate how faculty members learn best, and their current practices which seemed to work as examined through the lens of teaching presence, an element of the Community of Inquiry framework by Garrison et al. (2000). I also inquired about what else they would like to learn, hence topics for the T&L Convoes tackled assessment for student success, managing large-sized classes, doing synchronous live classes and faculty-tutor dynamics. As I reexamined recorded sessions (stored data) of our T&L Convoes, I found myself taking a critical stance, asking whether we as an open university and champions of ODeL are in fact contributing innovative teaching practices or do we simply come across as such because of the technologies we choose to enhance our practice. Findings which constitute our best practices boiled down to engagement of active and independent learning through course site features, use of direct or explicit instructions, facilitation of critical discourse, timely feedback on submissions, and intentional learning community-building efforts (Villanueva & Eacersall, 2024). I also highlighted shared issues among faculty members which to my mind were seemingly a blast from my past as a newbie higher education faculty, fifteen years back. These concerns were related to a sense of disconnectedness, grading/marking assignments, finding time for research and publication as well as work life balance. I resolved to no longer pretend but sustain these worthwhile engagements with fellow faculty members by banking on social presence and cognitive presence. These “T&L Convoes” may be optimized to trigger curiosity and exploration alongside other peer-learning activities which should comprise a wholistic approach to faculty development experiences. Grounded on constancy of purpose (Dye, 1991), I choose to persevere in order to drive this reflexivity further on to ascertain whether there will be integration and resolution to all we say and do as faculty members within our ODeL programs. The importance of a personal and reflexive approach to determine peer-learning sessions with colleagues is affirmed as an optimal way to make a needs-based, just-in-time learning happen, versus the so-called ‘in-service teacher training’ residential universities are accustomed to undertaking. Effective use of technology enabled us to operate as colleagues learning from each other’s practices, equally reinforcing the communities of practice (Wenger, 2000) as a supreme pedagogy we shall continue to own up to amid the ever-changing landscape of open universities.

There are few technologies which have such great a potential impact on the design and delivery of tertiary education, as found with Generative Artificial Intelligence (Gen-AI). Student’s deep learning and the integrity of student

There are few technologies which have such great a potential impact on the design and delivery of tertiary education, as found with Generative Artificial Intelligence (Gen-AI). Student’s deep learning and the integrity of student assessment in particular is impacted by this emerging technology. This presentation will report on a three-cycle action research project to redesign assessments for effective learning in an Australian university Health Science (HS) faculty. Cycle 1 reviewed assessments using an innovative appraisal tool for assessments which was designed by the presenting HS academics that aligned recent Gen-AI and academic integrity guidelines from Australian institutions (Lodge et al., 2023a; Monash University, 2023; Flinders University, 2023; TEQSA, 2022; Torrens University n.d.). The tool was reviewed and improved for use in Cycle 2, which involved reviewing the remaining 16 HS subjects and designing a team-based strategy for implementing assessment reform. Cycle 3 involves implementing identified strategies for redesigning assessments across all HS subjects. We will report on the action-research methods used, including the development and use of the assessment appraisal tool, as well as the Cycle 3 early findings from the HS subjects assessment review. Results from the subsequent strategic assessment design will be presented using example assessment improvements based on the study findings. The findings highlight the need for a unified approach to assessment reform, and the potential benefits of systematic, team-based approaches to address emerging technologies. Action-research methodologies such as this one, employed with subject coordinators' involvement and training in evaluation, encourages pro-active subject quality improvement as well as scholarly thinking among university academics. This approach may be relevant to all academics interested in actively creating assessment reform amid the transformative education environment precipitated by the use of Gen-AI.

This symposium aims to identify key barriers and opportunities in developing learning design as a recognized profession through three provocative discussions. The first provocation challenges the distinctions among learning designers

This symposium aims to identify key barriers and opportunities in developing learning design as a recognized profession through three provocative discussions. The first provocation challenges the distinctions among learning designers, instructional designers, educational technologists, and similar roles. The goal is to explore the potential for a unified professional identity. The second provocation addresses the lack of official recognition for learning designers, examining sociological theories of professionalization, the implications of formalizing the field, and possible next steps. The third provocation asks what could and should be included in a formal education pathway. As a starting point this provocation will include the comparison of curricula from Monash University, Queensland University of Technology, and University of Technology Sydney. Attendees will engage in lively discussions and contribute insights to advance the recognition and development of learning design as a profession.

We explore the practical and strategic considerations essential for establishing and maintaining a successful virtual university. Building on core concepts from the book, Technology Enhanced Learning and the Virtual University (Sankey

We explore the practical and strategic considerations essential for establishing and maintaining a successful virtual university. Building on core concepts from the book, Technology Enhanced Learning and the Virtual University (Sankey et.al., 2023) we highlight the need for strategic approaches to online and digital education. This panel discussion will cover governance, the virtual environment, stakeholder support, the alignment of learning theory and practice, and the preparation of educators for online teaching. It will explore the necessity of collaboration to leverage digital opportunities and mitigate risks. Additionally, the panel will address the transformative impact of artificial intelligence and gamification on online learning and consider academic integrity and student engagement along the way. Our discussion will emphasise the importance of adaptive leadership and robust quality processes. While our focus is on the development of a virtual university, the topics we present are relevant across all aspects of digital education and e-learning, especially as universities adapt to an evolving educational landscape.

Authentic learning, enhanced by technology, is a curricular, pedagogical and assessment design approach that has been widely adopted in higher education and has led to positive educational outcomes. Building authenticity into learning

Authentic learning, enhanced by technology, is a curricular, pedagogical and assessment design approach that has been widely adopted in higher education and has led to positive educational outcomes. Building authenticity into learning activities, approaches and assessments can engage students with real-world problems, issues and analysis and allow them to connect to their discipline. These potential benefits are pronounced within placements, internships and work experience activities; however, these are commonly, and necessarily, enacted at smaller scales. Scaling up authentic learning activities can connect students in larger cohorts to disciplinary practices and enabled through technological affordances; however, implementing these projects requires a considered and collaborative approach across educators, designers and developers. This panel will discuss several initiatives in technology enhanced authentic learning implemented at scale, including inherent challenges and opportunities, and will be of broad relevance to university educators and third-space professionals. Authentic learning can have significant benefits across a range of disciplinary contexts, but embedding authenticity into subjects and courses at larger scales can be challenging. Utilising the affordances of educational technologies can allow a scale-up of activities and assessments that are embedded in real-world contexts, using authentic datasets, documents and video media, or through virtual reality or simulations, but present their own challenges in implementation at scale that encompass not just technical aspects, but also factors relating to academic knowledge and capacity, institutional practices, and sustainability. Scaling-up innovative technologically enabled educational practice is not a simple, linear endeavour where, given sufficient resources, success is guaranteed (Bone 2022). Epistemic adjustments and shifts (Tsai et al., 2013) by teachers, as well as having a reasonable level of Technological, Pedagogical and Content Knowledge (TPACK) (Saubern et al., 2020) are involved. Furthermore, educational settings are dynamic and multi-faceted, and learning itself is a complex socio-cultural process (Sabelli & Harris, 2015). These mean that each “scaling-up” endeavour in the university setting is not only challenging, but also distinct in its features though the objectives may be similar – for example, aiming to create positive learning experiences and outcomes for a large cohort of students through a set of technologically enhanced learning innovations. The University of Melbourne’s Flexible Academic Programming (FlexAP) was a strategic initiative that aimed to (i) enhance the quality of teaching, learning and assessment; (ii) improve students’ learning experiences by offering flexible, additional study options (e.g. online/hybrid); and (iii) effectively utilise the University’s infrastructure and resources. To support the first aim, FlexAP provided funding and expert support to academics who wish to innovate within a single or set of subjects. As a part of the broader FlexAP project, the Foundational Curriculum Stream (FCS) supported subjects with over 200 enrolments, or clusters of subjects with a common focus of curriculum improvement that collectively enrolled >200 students). These projects received access to up to $40,000 of funding for academic time relief and support from the Melbourne Centre for the Study of Higher Education (CSHE) and Learning Environments (LE). The FCS supported projects in three priority areas, with the Authentic Learning priority area seeking to improve the authenticity of student learning experiences by creating opportunities for authentic, real-world activities and assessments, in collaboration with external partners and practitioners as required, using models that are scalable to large cohorts. This panel discussion brings together academic teaching and “third-space” staff who have worked on FCS projects in the past two years, to discuss key questions that reflect on our diverse experiences and learnings across different disciplines and learner groups, and highlight the new terrain in higher education that needs to be traversed. This panel discussion will be facilitated by an academic developer and held in a hybrid-enabled venue to serve online participants; a dedicated assistant for online participants will be appointed.

This panel explores strategies for supporting students in developing artificial intelligence (AI) literacy within higher education. The aim is to address the gap between technology-enabled learning and teaching activities and student

This panel explores strategies for supporting students in developing artificial intelligence (AI) literacy within higher education. The aim is to address the gap between technology-enabled learning and teaching activities and student adoption. Research highlights fundamental differences in how students learn and their learning conditions, impacting their ability to effectively incorporate digital technologies. The evolving definition of AI literacy emphasises awareness, ability, and social impact. Panelists include Associate Professor Jason Lodge (The University of Queensland), Professor Margaret Bearman (Deakin University), Associate Professor Tim Fawns (Monash University), and Dr Paula de Barba (Monash University). Topics covered include evaluative judgment, the dynamic nature of AI literacy, and self-regulated learning. The panel format includes presentations and audience-driven discussions, emphasising the need to balance students’ capabilities with their learning environment.