2023: ASCILITE 2023 Conference Proceedings: People, Partnerships and Pedagogies

The practice and profession of learning design has grown significantly in recent years. However, there remains a scarcity of formal qualifications and training specifically designed for learning designers. This paper describes a

The practice and profession of learning design has grown significantly in recent years. However, there remains a scarcity of formal qualifications and training specifically designed for learning designers. This paper describes a work-in-progress initiative to co-design a training program for/with/as a team of novice learning designers. The question driving our practice-led and design-based investigation is not just what but how learning designers should learn. The team conducted research into the requisite knowledge, skills, and capabilities that make a successful learning designer, including an informal learning needs analysis. Based on this research and analysis, this paper explores the question of how learning designers should learn by discussing four guiding theoretical principles and related design components consequently ideated by the team: learner agency; becoming professional; novice/expert mentorship; and community of practice. It then turns to the question of what, describing the core curriculum and program structure through which these principles will be enacted. These questions are critical to the present and future of the profession as we collectively articulate our shared practices and identity, and what it means to be a learning designer.

The concept of the Digital Twin (DT), a digital replica of a physical object or process, is relatively new to the higher education context. The increase in the application of DT technology across many industries has prompted the call for

The concept of the Digital Twin (DT), a digital replica of a physical object or process, is relatively new to the higher education context. The increase in the application of DT technology across many industries has prompted the call for greater exploration of the possibilities for DTs in education along with a consideration of the challenges to their implementation. There are also questions being raised about the opportunity to develop DTs of learners to extend the use of data to inform learning and teaching, which has been boosted by the recent rise of learning analytics and educational data mining. In this paper we will explore what DT technology is and offer a new definition of DTs that can be used in the educational context. Current uses and the potential future applications will be explored, as well as consideration of what is necessary to build DTs of learners (and educators). The use of DT technology also poses many challenges due to the complexity of DT design and application, and these will be outlined. The paper concludes with a discussion of future directions and areas where more research is needed to fully explore the potential of DT for higher education.

The application of artificial intelligence in education (AIEd) is a growing field of research. While the potential benefits of AIEd drive interest and investment, developing ethical AIEd applications that mitigate the risk of entrenching

The application of artificial intelligence in education (AIEd) is a growing field of research. While the potential benefits of AIEd drive interest and investment, developing ethical AIEd applications that mitigate the risk of entrenching inequalities requires input from key stakeholders like teachers and students. The present project aims to give voice to the perspectives of educators in higher education on the possible futures of AIEd. Towards this end, we developed a set of strategic scenarios, each describing a hypothetical AIEd application, and invited educators to evaluate the scenarios in a series of international focus-group discussions. The present paper describes the methodology for developing the scenarios and how they can be used to engage stakeholders in future-oriented discussions. This paper aims to assist interested readers in using or modifying the scenarios for their own research.

This paper draws upon the authors' extensive experience in designing and delivering simulation-based courses in both Australia and New Zealand. Through their first-hand experience, they have found that simulation-based courses offer

This paper draws upon the authors' extensive experience in designing and delivering simulation-based courses in both Australia and New Zealand. Through their first-hand experience, they have found that simulation-based courses offer distinct advantages compared to traditional pedagogical approaches. Participants in these courses exhibit enhanced learning and retention due to their active engagement and sense of ownership in the learning process. By adopting a "hands-on" approach, the majority of course time is dedicated to experiential learning and discovery rather than passive listening (Garris, Ahlers & Driskell, 2002). The purpose of this article is to present and elaborate on how simulations can be used in business education along with insights the authors have gained over the years. In most business simulations, learners are immersed in the role of managing a firm within a competitive environment(s), engage in competition with other firms operating in the same industry, and strive to effectively produce, market goods, and optimize resource management for sustainable growth. Throughout the process of completing the simulation students have noted that they not only expand their business knowledge but also improve their employability skills, particularly teamwork, problem solving, communication and critical analysis. This paper also reflects on the relationships built throughout the simulation course.

This project aims to build effective empathic communication training for healthcare students using conversational AI and Virtual Patients. An umbrella review of empathy training in healthcare will be used to create a framework for

This project aims to build effective empathic communication training for healthcare students using conversational AI and Virtual Patients. An umbrella review of empathy training in healthcare will be used to create a framework for designing effective empathy training. We will investigate two different implementations of Virtual Patients through a pilot study with speech-language therapy students from the University of Auckland. We will engage students, educators and patients in theexperimental studies, following co-design and design-based research methodology.

Learning analytics systems often use interactive visualisations to display information. Interactivity is typically used by visualisation designers to reduce cognitive load for users. However, our research suggests that interactivity holds

Learning analytics systems often use interactive visualisations to display information. Interactivity is typically used by visualisation designers to reduce cognitive load for users. However, our research suggests that interactivity holds significant value beyond the reduction of cognitive load. Informed by theories about meaning, perception and experience, we propose that interactive visualisations promote emergent meaning-making processes which should be accounted for in the design of interactive learning analytics visualisations. We present findings from a qualitative study of four teachers engaging with interactive visualisations in an Australian university. The study used a think-a-loud protocol and a semi-structured interview which were coded according to theory-informed constructs of dimensions of meaning and interaction opportunities. Our findings suggest that interactive visualisations that had been designed with regard to meaning-making stimulated users to engage more deeply with the data and explore it at different resolutions, from overview to detail. The interactive visualisations afforded more opportunities for users to gain understanding and insights they found meaningful. While this is a small study, we argue that it opens up promising avenues for further investigation; provides a practical approach to gather further useful data about interactivity and meaning-making; and suggests new principles that may be helpful for designers of interactive learning analytics visualisations.

Learning Analytics (LA) in higher education is emerging as a powerful tool for optimising learning and teaching outcomes at a time when technology is revolutionising the delivery of education generally. In this paper we explore LA

Learning Analytics (LA) in higher education is emerging as a powerful tool for optimising learning and teaching outcomes at a time when technology is revolutionising the delivery of education generally. In this paper we explore LA implementations in five diverse Australian universities. Our study draws on DeLone and McLean's (2003) model of information systems success to qualitatively evaluate the various implementations. We highlight both the successes and challenges encountered by each university. In taking this approach we aim to contribute to laying a foundation for optimal use of LA systems. This research reveals a degree of pervasive uncertainty as to how Learning Analytics is defined. While substantial research exists on LA systems and their usages, there are still limited empirical studies that examine the success of LA implementations, as many Higher Education Institutions (HEIs) are still in very early stages of their LA system implementations. The outcomes of the study include recommendations for universities to consider when implementing LA systems or improving existing implementations which is an addition to both the research areas of LA research and information systems success research.

Online education is no longer a growing trend and is now an accepted delivery model with more and more institutions offering academic programs of study online. Presented as a single-case study, this paper outlines one Aotearoa New Zealand

Online education is no longer a growing trend and is now an accepted delivery model with more and more institutions offering academic programs of study online. Presented as a single-case study, this paper outlines one Aotearoa New Zealand institution’s decision to begin offering an online learning program, the Lincoln Connected Initiative. The initiative aimed to increase the institution’s enrolment by developing online learning content, implementing new administrative programs, enhancing technological systems and developing support resources for both staff and students. From this work, there were four main lessons learned: implementation of a strong administrative model, early project and change management, adequate staff resourcing and development, and continuous content development. Since its implementation, this initiative has successfully launched numerous academic programs, updated its systems and development tools, implemented support resources for students and staff and aims to reach its goal of achieving 15% of its full-time equivalent students being enrolled in an online program by 2024.

This conceptual paper articulates a digital education approach that privileges diverse learners and harnesses the potential of technologies. The approach positions digital ways of thinking in terms of a philosophy (Peopling Technologies)

This conceptual paper articulates a digital education approach that privileges diverse learners and harnesses the potential of technologies. The approach positions digital ways of thinking in terms of a philosophy (Peopling Technologies), a pedagogy (Immediate, Collaborative, Interactive pedagogy) and an evaluative framework (Sliding Glass Doors Learning). The three elements in concert focus closely on, and are responsive to, student contexts and skills. This balance forms an overall Peopling Technologies educational model designed to support students through transition to university and ongoing engagement in their studies. This educational model has practical implementation in the context of curriculum design and assessment design. The approach was developed in 2019, with ongoing iteration taking place in an education course assessment redesign project. Digital learning environments, shaped by this model, encourages belonging and inclusion to cultivate digital literacies, academic skills, discipline knowledges, and professional practice. The Peopling Technologies education model is adaptive to different discipline areas and elements of the approach are iterative to further contexts. By virtue of this model’s philosophical and pedagogical elements, this approach can be flexibly applied to changing contexts and responsive to technological advances (for example, generative artificial intelligence).

Recent profound societal transformations have led to a broad reframing of the collective understanding and use of the term ‘diversity’. In the tertiary sector, in particular, this widening and deepening of the reflection on learner

Recent profound societal transformations have led to a broad reframing of the collective understanding and use of the term ‘diversity’. In the tertiary sector, in particular, this widening and deepening of the reflection on learner diversity has meant a move away from a simple focus on impairment; this term now also encompasses all intersectional dimensions of culture, race, Indigeneity, socioeconomics, gender and sexual orientation, and age. The tertiary sector is urgently seeking tools to embed this emerging lens into teaching and learning practices. The online facets of post-secondary teaching have lagged behind in this reflection, and the COVID pandemic pivot has highlighted how challenging management of change could be in online pedagogy. Universal Design for Learning (UDL) has offered powerful promises in supplying instructors with hands-on resources to navigate this rapid transformation of online pedagogy and guarantee that online learning spaces are fully inclusive. This paper explores and analyzes auto-ethnographic data collected by the author along the last four years, while he provided support and professional development around UDL as a consultant through the sector. The paper presents key findings from this analysis in relation to the usefulness of UDL in the diverse online class, and invites a reflection related to their strategic implications for higher education.

Advancements in technology have enabled a range of approaches to support preservice teacher development. This research suggests using collaborative synchronous coaching (CSC), through Bug-in-Ear (BIE) technology, as a tool to reduce the

Advancements in technology have enabled a range of approaches to support preservice teacher development. This research suggests using collaborative synchronous coaching (CSC), through Bug-in-Ear (BIE) technology, as a tool to reduce the theory-practice divide by enhancing collaboration between the visiting lecturer, the mentor teacher and the preservice teacher. Three stages of research were conducted to test CSC's effectiveness in providing feedback. The study examined the concept of CSC, protocol and best practices for using CSC, and the tool's potential to establish a collaborative third space in ITE. The findings from field notes, semi-structured interviews and video observations suggest that CSC is a new coaching technique that can provide an alternative way to support collaborative pedagogical development for preservice teachers while strengthening relationships and opportunities for reciprocal learning. Educators using CSC can navigate their identities within the space more transparently, collaboratively, and constructively. The power of synchronous feedback from more than one person reframes the triadic conversation into a new paradigm.

This paper explores the diversity of qualifications, interpersonal skills, and career pathways of learning designers. Through a convenience sampling approach utilizing LinkedIn data, the study reveals that while education is a common

This paper explores the diversity of qualifications, interpersonal skills, and career pathways of learning designers. Through a convenience sampling approach utilizing LinkedIn data, the study reveals that while education is a common qualification, it is not the sole determinant of success in the field. Notably, training, development, and leadership are identified as the most endorsed interpersonal skills. The research also identifies three distinct career pathways: hierarchical, industry-based, and traditional learning design pathways. Building upon these findings, we introduce a tool that defines core competencies and evidence for entry-level, mid-career, and senior learning designers. This tool can serve as a valuable resource for the recruitment and development of learning design staff, contributing to a better understanding and recognition of the pivotal role of learning designers in the teaching and learning process.

Teacherpreneurs use their high risk-taking entrepreneurial leadership skills to create an innovative classroom using modern technologies. Given the changing learning patterns of modern-day students, and the influence of social media in

Teacherpreneurs use their high risk-taking entrepreneurial leadership skills to create an innovative classroom using modern technologies. Given the changing learning patterns of modern-day students, and the influence of social media in highlighting their creative achievements, Being a popular social media platform, Instagram has the potential to play a valuable role in teaching and learning, particularly in the field of creative education. The objective of this paper is to explore the role of Instagram in promoting teacherpreneurship in tertiary level creative education. Using a digital ethnography approach, Sri Lankan teacherpreneurs’ practices were explored. Higher education plays a critical role in Sri Lankan economic development and has demonstrated it’s potential to develop creative industries. A purposive sample of twelve participants were observed and interviewed over a period of two months. Qualitative content analysis was used to understand this rich visual and textual data. It was revealed that Instagram promotes teacherpreneurship by facilitating edutainment (education + entertainment) via a flipped classroom pedagogy, breaking away from hierarchical structures and snail pace policy changes, fostering innovation, diversifying professional pathways and careers and seamless connections in and out of cyberspace.

Students' capability to metacognitively regulate themselves—cognitively or behaviourally—in their learning plays a pivotal role in determining their academic performance. The dynamic aspect of Self-Regulated Learning (SRL) will be

Students' capability to metacognitively regulate themselves—cognitively or behaviourally—in their learning plays a pivotal role in determining their academic performance. The dynamic aspect of Self-Regulated Learning (SRL) will be challenging to capture if it relies on perceptual data obtained from students through questionnaires and interviews and only at specific points in time. One potential alternative is to use an approach that captures student activity data in real-time throughout the learning period. Given the context-sensitivity involved in measuring SRL via event data, a solid theoretical foundation is essential in analysing patterns of SRL behaviour using event log data. This scoping review paper aims to identify and map how the empirical studies in this area consider SRL theory or models, not only when interpreting analytical results but also when designing instruction and interpreting SRL indicators from raw data. A thorough literature search was performed on various online databases, including Scopus, IEEExplorer, ProQuest, and Web of Science, to identify relevant studies. Following the PRISMA scoping review (PRISMA-ScR) as a protocol for the review, 39 studies published between 2012 and 2023 were included. This study found limited studies incorporating SRL theory in every analysis stage, from designing instruction to preprocessing event data and interpreting analytical models. This study also highlighted the importance of including contextual and theoretical factors when assessing self-regulatory behavioural patterns.

Effective feedback requires a dynamic two-way process in which both teachers and students engage actively in dialogue. Online teaching has been widely adopted in education since COVID-19 pandemic; yet limited studies have explored the

Effective feedback requires a dynamic two-way process in which both teachers and students engage actively in dialogue. Online teaching has been widely adopted in education since COVID-19 pandemic; yet limited studies have explored the implications for dialogic feedback. This paper presents a study that seeks to identify challenges that teachers face when facilitating dialogic feedback in online teaching and explore how different feedback modes may enhance or hinder dialogic feedback. Based on findings of interviews with 16 in-service and pre-service teachers from the UK and Australia, we suggest that teacher education needs to highlight the development of student feedback literacy, the relational aspect of feedback, and pedagogical strategies to creative use of learning technologies for feedback.

Student engagement is linked to student success and shaped by the availability of student support through their academic journeys. Improving engagement with adequate support strategies is a continuous challenge for open and distance

Student engagement is linked to student success and shaped by the availability of student support through their academic journeys. Improving engagement with adequate support strategies is a continuous challenge for open and distance learning (ODL) institutions. However, there is limited understanding of how student engagement experience can be influenced by a support team outside the instructional context of faculty presence. In 2020, the Open Polytechnic (OP) Te P?kenga, a specialist provider of open distance education in New Zealand, implemented a three-tiered framework for student support. This system includes technology-supported mentoring interventions that are aligned to, and separate from, academic faculty support; the mentoring system gives students access to consistent engagement opportunities during their course journeys. The current project examines how students perceived these mentoring interventions, and this paper specifically examines the perceptions of newly enrolled online students on their experiences of the mentoring interventions during onboarding. Students in two introductory level block courses participated in an online, qualitative survey and their responses were thematically analysed following a deductive approach. Key themes in the data were related to the concepts of transactional presence and emotional engagement. These findings demonstrate the value of complementary non-academic support during student onboarding.

This article provides some initial results from the first phase of a Delphi study to identify the critical components of an Artificial Intelligence (AI) literacy curriculum. This article explores the study results that address a four-level

This article provides some initial results from the first phase of a Delphi study to identify the critical components of an Artificial Intelligence (AI) literacy curriculum. This article explores the study results that address a four-level capability model, but only the lowest level of this model. The Delphi panel comprised 17 experts in AI, and the first round of the study used a survey to gather the experts' responses in three areas that were based on previous literature - knowledge (and concepts) of AI, skills related to AI, and understanding AI in context. A structured thematic analysis revealed several themes under these categories. For foundational knowledge and concepts, it was determined that three areas were needed, namely 1) what is AI? 2) applications of AI, and 3) AI technologies. Skills were divided into cognitive and technical skills, with cognitive skills further divided into 21st-century and applied skills. Understandings comprised social issues, risks, and debates. The repeated ideas that formed these themes gave rich insights into how an AI literacy curriculum might be structured and provided a firm foundation for subsequent rounds of the study, which will involve further iteration and consolidation of these ideas.

The rise of generative AI, particularly over the past few years, has raised notable issues about its use. This has been possibly most pronounced in academia, where there has been strong debate on the potential value of generative AI to

The rise of generative AI, particularly over the past few years, has raised notable issues about its use. This has been possibly most pronounced in academia, where there has been strong debate on the potential value of generative AI to augment learning outcomes versus the potential for academic dishonesty and devalued education. Whilst some papers have looked at students’ perspectives on the use of generative AI, there has been less focus exploring through what ethical perspectives or frames students see using generative AI in their tertiary education. We interviewed and conducted focus groups and interviews with students enrolled in an Australian university business school, to explore the ethical frames through which they saw the use of generative AI. Focussing on three specific perspectives: Deontological, Consequentialism and Virtue Ethics, it emerged that no single perspective dominated, with students having a complex mix and latticework of ethical perspectives on its use, even within the same individual. We explore some potential implications for practice that emerged from the data, one of which is the role of the academic as moral exemplar.

Pandemics and natural disasters and advancements in technologies like generative AI require universities to stay nimble and responsive to adjust at short notice. This paper investigates collaboration across disciplines and departments

Pandemics and natural disasters and advancements in technologies like generative AI require universities to stay nimble and responsive to adjust at short notice. This paper investigates collaboration across disciplines and departments within a university in designing and developing courses to respond to the rapidly changing context in higher education during the early phase of COVID-19 pandemic. More specifically, in this paper we reflect on a collaborative approach in programme design and development of the online Postgraduate Certificate (PGCert) in Computer and Information Sciences Programme. Using a qualitative research approach and adopting a case study methodology, this paper outlines the nature of collaboration, the planned data collection methods, and preliminary findings. This work demonstrates the benefits of collaborative approaches, including increased efficiency through teamwork, a balanced distribution of individual and collaborative tasks for staff, and the creation of a supportive and motivating social environment.

Code review is a common type of peer review in Computer Science (CS) education. It’s a peer review process that involves CS students other than the original author examining source code and is widely acknowledged as an effective method for

Code review is a common type of peer review in Computer Science (CS) education. It’s a peer review process that involves CS students other than the original author examining source code and is widely acknowledged as an effective method for reducing software errors and enhancing the overall quality of software projects. While code review is an essential skill for CS students, they often feel uncomfortable to share their work or to provide feedback to peers due to concerns related to coding experience, validity, reliability, bias, and fairness. An automated code review process could offer students the potential to access timely, consistent, and independent feedback about their coding artifacts. We investigated the use of generative Artificial Intelligence (genAI) to automate a peer review process to enhance CS students’ engagement with code review in an industry-based subject in the School of Computing and Information System, University of Melbourne. Moreover, we evaluated the effectiveness of genAI at performing checklist-based assessments of code. A total of 80 CS students performed over 36 reviews in two different weeks. We found our genAI-powered reviewing process significantly increased students’ engagement in code review and, could also identify a larger number of code issues in short times, leading to more fixes. These results suggest that our approach could be successfully used in code reviews, potentially helping to address issues related to peer review in higher education settings.

The prevalence of academic misconduct, specifically contract cheating, is a rising concern in higher education institutions globally. Among the recent advancements, Generative Artificial Intelligence (genAI) has exacerbated the situation

The prevalence of academic misconduct, specifically contract cheating, is a rising concern in higher education institutions globally. Among the recent advancements, Generative Artificial Intelligence (genAI) has exacerbated the situation by offering authentically generated writings, making detection through traditional plagiarism tools ineffective. This paper explores the development and application of students' academic writing profiles, using a combination of word embedding (Word2Vec) and stylistic feature extraction techniques. By leveraging a Siamese neural network, our method focuses on recognising distinctive writing styles, a concept rooted in Authorship Verification (AV). Our approach's efficacy evaluates favourably against other AV methods and is tested against AI-generated texts deliberately designed to mimic student writing. The study emphasises the importance of understanding individual academic writing styles to identify outsourcing or AI-generated work effectively.

The adoption of Virtual Labs (VLs) as a pedagogical tool in higher education is rapidly increasing, especially with the recent shift towards remote learning during the COVID-19 pandemic. VLs offer a digital alternative to traditional

The adoption of Virtual Labs (VLs) as a pedagogical tool in higher education is rapidly increasing, especially with the recent shift towards remote learning during the COVID-19 pandemic. VLs offer a digital alternative to traditional laboratory settings, employing computer graphics, simulations, and interactive models to create immersive and interactive learning experiences. While the pedagogical benefits of VLs are well-established, their potential contribution to sustainability within Higher Education Institutions (HEIs) remains ambiguous. This paper aims to address this ambiguity by conducting a literature review to examine the sustainability implications of adopting VLs in HEIs. This literature review reveals that VLs have the potential to enhance sustainability in HEIs across multiple dimensions. However, the literature highlights challenges and limitations associated with implementing VLs despite the positive indications. These include issues related to usability, technical challenges, and the potential costs associated with the adoption of VLs. This literature review suggests the need for further research on the adoption of VLs in HEIs, specifically in relation to achieving the SDGs. It emphasises the importance of considering pedagogical aspects and implementing innovative teaching practices to maximise the long-term effectiveness of VLs. By shedding light on the intersection of VLs and sustainability in HEIs, this research contributes to a broader understanding of how adoption of VLs, can foster a stronger connection between people, the environment, and pedagogy, creating the way for a more sustainable and inclusive future of education.

Technology-enhanced learning and teaching practice in Higher Education is facilitated in different ways by ‘Third Space’ support staff including Learning Designers, Education Technologists and Academic Developers, broadly defined as

Technology-enhanced learning and teaching practice in Higher Education is facilitated in different ways by ‘Third Space’ support staff including Learning Designers, Education Technologists and Academic Developers, broadly defined as ‘EdAdvisors’ – educator/advisors. EdAdvisors offer rich experience and expertise across both pedagogy and technology can be hampered by workplace factors that diminish their ability to have meaningful impact. The work that EdAdvisors do is increasingly represented in existing research but there less is known of the barriers to their practice, particularly across different role-types. This doctoral research uses a Practice Theory lens and mixed methods to examine the complex web of factors in Australian Higher Education that shape the practices of EdAdvisors, including cultural, epistemic, material, organisational and relational, in an attempt to identify problems and suggest solutions. One significant problem is that EdAdvisor roles are often poorly defined. This work adds clarity to the understanding of these roles by comparing core activities and knowledge areas associated with them and using this analysis to find distinguishing characteristics and areas of overlap. It contributes to deeper understanding of the ways that teaching is and should be supported in Australian Higher Education. Feedback is sought on the theoretical lenses and methodology

This study reports part of a larger study that explores three technologies – Padlet, Panopto videos and Google Docs – and their effectiveness in enhancing university students’ engagement in online learning. The current paper explores the

This study reports part of a larger study that explores three technologies – Padlet, Panopto videos and Google Docs – and their effectiveness in enhancing university students’ engagement in online learning. The current paper explores the role of interactive quizzes embedded in recorded lectures in enhancing student engagement in higher education focused on behaviour engagement. Panopto video analytics and a survey were used as a source of data. Descriptive statistics were used to analyse the data, including percentage and frequency. The analyses focused on 59 university students’ behavioural engagement in the recorded videos with and without embedded quizzes in relation to their video dropout, average viewing time, completion rate and frequency of viewing. The paper highlights the benefits of incorporating interactive quizzes within lecture videos, including increased motivation, engagement, and academic performance. However, this study also shows some interesting results on students’ behavioural engagement when it comes to learning online. Overall, findings suggest that the incorporation of quizzes in lecture videos can be an effective tool for increasing student engagement and improving learning outcomes in online courses. Implications for online course design and future research are discussed.

With the advent of Artificial Intelligence (AI) in educational settings, particularly the integration of tools like ChatGPT, research on the impact of ChatGPT in education becomes a critical and timely endeavor, especially when it includes

With the advent of Artificial Intelligence (AI) in educational settings, particularly the integration of tools like ChatGPT, research on the impact of ChatGPT in education becomes a critical and timely endeavor, especially when it includes insights from students rather than just teachers. This exploratory study aims to examine students’ attitudes, perceptions, and ethical concerns towards AI integration in learning environments by directly engaging 60 students from diverse geographical regions and educational background. The sample includes students from urban higher education and suburban high school. The study is founded on a quantitative research design and cross-sectional survey methodology. The findings reveal a clear digital divide in AI usage, with urban students demonstrating more engagement with ChatGPT for educational purposes than their suburban counterparts, thereby unveiling an underlying disparity in technological access. Ambiguity prevails among students about distinct functionalities and benefits of AI language models like ChatGPT, hinting at the need for clearer elucidation of AI’s unique capabilities. Ethical concerns also emerge, especially regarding AI accuracy and the potential for misuse leading to a decline in critical thinking skills. However, despite these challenges, students generally express optimism about the future refinement and widespread application of ChatGPT. In conclusion, this study underscores the importance of promoting digital inclusivity, establishing clear ethical guidelines, and striving for continuous improvements in AI accuracy, all while maintaining student-centric approach. Future direction suggests a focus on enhancing digital inclusivity, ethical considerations, AI accuracy and educational strategies around unique functionalities of AI tools.

This paper presents insights from an ongoing doctoral research project into developing a model for transmedia learning for work integrated learning in higher education. Transmedia learning is defined as a way to learn across different

This paper presents insights from an ongoing doctoral research project into developing a model for transmedia learning for work integrated learning in higher education. Transmedia learning is defined as a way to learn across different platforms, developing the students’ holistic understanding of the topic through collaborative learning, but also developing their own transmedia skills as a part of the process. In this way learning is a social process even though students may not be in a face-to-face classroom environment, as is the case with work integrated learning. The research focuses on developing a model for student learning that is based on co-creation and collaboration, across a range of learning platforms. The study specifically investigates learning across learning management systems, some social media platforms, and the use of Massive Open Online Courses. Five key areas are identified for transmedia learning including informal learning, participatory culture, transmedia play, transmedia skills, and connectedness. This paper offers understanding of the research approach and highlights areas of study currently being researched.

With the shift to post-pandemic flexible delivery there is an increased focus on the quality of online learning materials. In response to this, a project was undertaken to transform online law units sites from pdfs to interactive pages

With the shift to post-pandemic flexible delivery there is an increased focus on the quality of online learning materials. In response to this, a project was undertaken to transform online law units sites from pdfs to interactive pages; and from 2-hour lectures to multiple short pre-recordings dedicated to a single concept. This study explored student engagement, preferences, and performance through a pragmatic and meaningful analysis of learning analytics in relation to learning design for the purpose of informing our practice. This paper draws on data involving 89 students that participated in the study from the cohort of approximately 200 students. This study confirms that the majority of students preferred the new digital learning design approach, however, the diversity of student preferences has implications for learning design that need to be taken into consideration.

Much of the literature on flipped classrooms emphasises the physical classroom as the primary site for active learning, relegating the online environment to a place where content is delivered prior to students attending a workshop or

Much of the literature on flipped classrooms emphasises the physical classroom as the primary site for active learning, relegating the online environment to a place where content is delivered prior to students attending a workshop or tutorial. However, researchers have highlighted the rich opportunities for embedding interactivity in the online space and demonstrated positive impacts on the student experience. In this paper we discuss how interactivity was embedded in self-paced online modules as part of the redesign of three large courses at The University of Sydney Business School. In these courses, lectures were replaced with weekly, self-paced, media-rich online modules involving opportunities for active learning and immediate feedback. Course developments and impacts on student experience are presented through three mini case studies underpinned by evaluation embedded in a design-based research approach. The developments were conducted as part of a major strategic educational project in the Business School called Connected Learning at Scale (CLaS).

Recently, advances in generative AI have highlighted the importance of skills that (currently) are exclusively human characteristics, of which insightful critical thinking is one. Critical thinking is vital for many professional careers

Recently, advances in generative AI have highlighted the importance of skills that (currently) are exclusively human characteristics, of which insightful critical thinking is one. Critical thinking is vital for many professional careers where technological advances, outsourcing, globalisation, and more recent global pandemic impacts on the business world have made higher-level cognitive skills essential at the entry level in disciplines such as accounting. Yet despite critical thinking being a common university graduate attribute, accounting graduates are not meeting employers’ expectations in relation to thinking skills. This study investigates whether a pedagogical intervention that emphasises knowledge construction could stimulate student critical thinking skills.

Traditional textbook publishing magnifies some voices while silencing others, pushing consistently marginalised groups into an education exclusion zone. Open educational resources (OER) purportedly address this problem; however, without

Traditional textbook publishing magnifies some voices while silencing others, pushing consistently marginalised groups into an education exclusion zone. Open educational resources (OER) purportedly address this problem; however, without adequate guidance on inclusive design, OER fail to rise to the challenge. This paper undertakes an exploratory initial review of EmpoweredOER, a practical tool in first-phase iterative development, designed to unpack the complexities of inclusive OER. Emerging from a grant-funded international study tour, three best practice themes informed the design of EmpoweredOER: true accessibility, beyond technological; universal design for learning and inclusive open education nexus; and diverse perspectives and representation. Initial findings indicate EmpoweredOER meets its objective. Future research will analyse the impact and growth of EmpoweredOER as it matures. Implications for practice: There is appetite to dedicate further resources to developing inclusive OER tools. Advocates can instill a sense of community in their resources for increased engagement. Resource creators should incorporate interactivity and adaptability for greater contextualisation.

The provision of online resources for tertiary student literacy development outside of students’ curricular contexts is problematic because engagement with centralised support provisions is low. As part of a Library team focused on student

The provision of online resources for tertiary student literacy development outside of students’ curricular contexts is problematic because engagement with centralised support provisions is low. As part of a Library team focused on student literacy development across our university, we have conducted multiple rounds of user experience (UX) testing with our students to design a set of resources in a course within our learning management system that all students can access. Our most recent UX employed usability testing, card sorting, and low-fi wire framing activities to identify how students experience our resources. Findings indicate that students are confused by enforced groupings of literacy development content and that they expect our resources to be accessible with the rest of their assessment information. Implications for design include balancing student expectations of immediate access to relevant literacy development resources with the constraints of having a small team who can design this content.

The pedagogies used by university teachers in the online learning space influence the student learning process. Understanding teachers’ online intentions and practices is therefore a critical pursuit towards enhancing student learning

The pedagogies used by university teachers in the online learning space influence the student learning process. Understanding teachers’ online intentions and practices is therefore a critical pursuit towards enhancing student learning experiences and outcomes. This paper explores teaching analytics and how they can help us understand online teacher decisions and practices. Using preliminary data related to online quizzes and forums, the paper illustrates the potential and challenges related to the use of teaching analytics and concludes by discussing implications and recommending further work.

This case study evaluates the interdisciplinary experiences of a research team producing a digital education tool. It proposes important considerations for successful collaboration and group development, which can lead to beneficial and

This case study evaluates the interdisciplinary experiences of a research team producing a digital education tool. It proposes important considerations for successful collaboration and group development, which can lead to beneficial and deeper long-term partnerships across faculties within an institution. The study suggests value in using components of collaborative research to reflect on group development and progress. In alignment with the literature, it was found that time is essential for creativity, innovation, and group performance, which are successful products of both interpersonal and task-activity aspects of interdisciplinary collaborations. Challenges and impacts on group morale can be ameliorated by factors such as operational strategies, a sense of shared ownership and personal value to the project. The long-term benefits of fostering deeper interdisciplinary partnerships are briefly explored.

Curriculum renewal in higher education is a complex process involving multiple stakeholders across faculties, departments and supporting units with priorities and processes that commonly differ, adding to the complexity. Incentives for

Curriculum renewal in higher education is a complex process involving multiple stakeholders across faculties, departments and supporting units with priorities and processes that commonly differ, adding to the complexity. Incentives for instructors to modify their curriculum include funded centralised programs that may also draw on the expertise of academic developers, learning designers and media producers. Here we reflect on our recent experiences working together across disparate academic and professional teams within a centrally funded curriculum renewal and innovation program in a large research-intensive university. One year after the implementation of a formalised network of supporting academic fellows, program reach significantly improved, and several projects implemented award-winning innovations. Early reflections on experiences across our supporting teams suggest that collaborative project work has contributed to more effective and innovative curriculum change initiatives. We propose a deeper investigation of these processes in a research project, to further inform curriculum innovation at research-intensive universities.

This developing case-study from the Initial Teacher Education suite of programmes at the Open Polytechnic | Te P?kenga, Aotearoa, New Zealand, describes how synchronous elements are added to an asynchronous delivery model to create

This developing case-study from the Initial Teacher Education suite of programmes at the Open Polytechnic | Te P?kenga, Aotearoa, New Zealand, describes how synchronous elements are added to an asynchronous delivery model to create bichronous delivery for Open, Distance and Flexible Learning (ODFL). From 2017 onwards, ODFL principles underpinned a wholly asynchronous delivery model at the Open Polytechnic that championed ?konga (learner) agency through anytime anyplace access to tertiary education. This delivery model, successful in removing the conditions of time and place, created a consequence of relational distance, with limited real-time academic presence and peer-peer interaction. The new ITE programmes, opening in 2023, provided an opportunity to introduce synchronous elements within the asynchronous model. These elements were predicated on the principles of ODFL aligned to the values of cultural responsiveness: whakawhanaungatanga (relational connections), manaakitanga (respect and care), rangatiratanga (self-determination), and akoranga (reciprocity of teaching and learning). Early experiences suggest that introducing synchronous elements to asynchronous ODFL provides opportunities for real-time communication, enhances relational connection, and reduces the negative consequence of relational distance and isolation sometimes experienced in asynchronous pedagogies.

Innovative teaching is a common goal in Australasian university strategic documents. However, innovative teaching requires innovative teachers, yet our study of science, health and engineering staff at a Victorian university found many

Innovative teaching is a common goal in Australasian university strategic documents. However, innovative teaching requires innovative teachers, yet our study of science, health and engineering staff at a Victorian university found many teaching academics did not identify as innovative, even when reflecting on their 2020-21 pandemic teaching experiences, and even though they demonstrated as much innovation at that time as their peers who did consider themselves to be innovators. This concise paper investigates reasons why teaching academics may be reticent to call themselves innovators, finding tentative support for three hypotheses: that there may be differences in how innovation is understood that are discipline-specific; that there may be social stigma associated with innovation that can be overcome via a change in organisational culture; and that some academics may associate innovation with negative connotations or experiences. We conclude with practical recommendations for building a culture of innovation in learning and teaching.

This paper discusses the design process in the development of an undergraduate early childhood course. This design process was grounded in learning theory, using a team-based collaborative process to consider, develop and refine the course

This paper discusses the design process in the development of an undergraduate early childhood course. This design process was grounded in learning theory, using a team-based collaborative process to consider, develop and refine the course design. It started with a reflection on the learners and the learning environment. It then moved into an iterative process of investigation, creation and refinement of a new course that addresses the characteristics of the learners, the learning environment, authentic assessment and the learning outcomes holistically. This paper details the design process from initial conceptual thinking through to the final proposal ready for the University governance process and accreditation approval. Future directions could consider investigating the experience of all stakeholders involved in the process, as well as the student experience of the new course, to inform the process of collaborative course design.

Often, when presented with a task or a problem, we jump in and start work immediately. This approach can lead to solutions that do not meet the needs of the people they are designed for. This paper outlines a less straightforward approach

Often, when presented with a task or a problem, we jump in and start work immediately. This approach can lead to solutions that do not meet the needs of the people they are designed for. This paper outlines a less straightforward approach using human-centred design. The Accessibility Hub project was conceived as an online self-service resource for students at an Australian tertiary institute. A teaching and learning specialist and an information technology specialist led the project. After initially dividing up the task and getting started on their to-do lists, the two colleagues decided to take a step back. They employed human-centred design, a process that included empathy interviews with students with disability and ideation sessions with colleagues. Out of this grew a community of practice and the idea that the Accessibility Hub could be a resource for all staff and students at the institute. The Accessibility Hub was launched in January 2023 with the tag line ‘Everyone needs a little help sometimes.’

This paper describes the work-in-progress of a novel solution to the problem of designing an LMS course structure that supports students in a problem-based learning course. The students come with a wide variety of prior experience in the

This paper describes the work-in-progress of a novel solution to the problem of designing an LMS course structure that supports students in a problem-based learning course. The students come with a wide variety of prior experience in the field, they need to learn a set of complex skills that build on each other, they need to work partially asynchronously, and the design solution needs to be scalable. A lean weekly structure is proposed that is embedded with the synchronous teaching, intricately connected to a parallel hub of support material whose design allows students to construct their own bespoke learning journey. The course design draws on cognitive load theory to direct student attention only to what will be useful to them at any point in the course, and the support materials themselves follow universal design for learning principles to cater for a wide range of student learning needs.

Understanding the extensive use of digital technology among modern children and its growing importance in education is essential for higher education institutions to prepare educators who can effectively collaborate with parents to

Understanding the extensive use of digital technology among modern children and its growing importance in education is essential for higher education institutions to prepare educators who can effectively collaborate with parents to integrate digital technology into early childhood education. Based on ecological systems theory, parental perceptions significantly influence children's digital usage. This paper undertook a systematic review, employing the PRISMA criteria to gain insight into how parental perceptions shape attitudes towards digital adoption to understand how this may influence teachers' integration within the ECE context. It reviewed articles from January 2015 to March 2023, utilising three databases: ERIC, Education Source, and Scopus, resulting in the inclusion of 24 articles. The findings demonstrated that parents possess a comprehensive awareness, considering not only the potential advantages and disadvantages that digital technology brings to their children but also the benefits and drawbacks for parents themselves. Additionally, parental perception is influenced by various factors stemming from both the child and the parent.

Since November 2021 the Faculty of Information Technology, Monash University has been engaged in a significant large-scale Education Transformation Project with the intention to reshape and reinvigorate the way teaching teams educate

Since November 2021 the Faculty of Information Technology, Monash University has been engaged in a significant large-scale Education Transformation Project with the intention to reshape and reinvigorate the way teaching teams educate, interact with, and prepare students for the future. The goal is to transform Education programs in order to engage students in active learning experiences that encourage deeper learning, prepare students for the workplace through authentic assessment, and build connection and belonging within the community of staff and adult students. This paper reports on the work done to date, reflects on our experiences and learnings, and outlines the plan for the work yet to come. The purpose of this paper is to shine a light on a project in progress as a conversation starter and reference for other colleagues planning a similar project.

The theme of Education for Sustainable Development necessitates Higher Education Institutions (HEIs) to integrate the 17 Sustainable Development Goals (SDGs) into their operations and program/course offerings. Drawing upon transformative

The theme of Education for Sustainable Development necessitates Higher Education Institutions (HEIs) to integrate the 17 Sustainable Development Goals (SDGs) into their operations and program/course offerings. Drawing upon transformative learning theory and brand social responsibility theory, the research analyzes the teaching materials of 156 courses from seven programs within the School of Communication & Design at RMIT Vietnam, a prestigious Australian university. The findings reveal that the School currently aligns with 14 out of the 17 SDGs, encompassing a total of 60 indicators. On average, each program within the School addresses more than 10 goals and 24 indicators via collaborative partnership projects, case studies, and assessments. However, the study highlights that the incorporation of SDGs has yet to be deeply and comprehensively embedded within the curriculum. The research contributes to the theoretical framework of sustainability by offering recommendations on how to evaluate the integration of SDGs in teaching materials.

This concise paper explores how Design-Based Research (DBR) can practically guide pedagogical innovation through collaborative curriculum design. We illustrate this with four short case studies (vignettes) of DBR implemented in different

This concise paper explores how Design-Based Research (DBR) can practically guide pedagogical innovation through collaborative curriculum design. We illustrate this with four short case studies (vignettes) of DBR implemented in different discipline contexts in higher education. An examination of the common characteristics of these four project designs show how DBR can be practically implemented as a transferable educational design framework. Future work includes deeper analysis and reporting on the longitudinal impact on student learning of these projects in a subsequent full journal paper.

This position paper explores the impact of generative AI on creativity and creative production in higher education, with focus also on initial teacher education. Creative outputs are an essential part of the business of higher education

This position paper explores the impact of generative AI on creativity and creative production in higher education, with focus also on initial teacher education. Creative outputs are an essential part of the business of higher education across different disciplinary areas, along with pedagogical and assessment practices matched to these outputs. However, the advent of generative AI has sparked a reconsideration of how we think about creativity, creative output, and the hybridity of relationships between generative AI and humans in creative endeavours. This emergent technology also has significant implications for teacher education and for the develop of new teachers who need confidence with using AI in learning contexts. We suggest that new thinking and critical dialogue are essential in developing educational futures in which generative AI is understood for its affordances, limitations, and dangers.

This study delves into the realm of learning from tutoring and extends existing research by introducing augmented concept mapping as an innovative strategy to enhance peer learning in preparing for tutoring. The paper provides a concise

This study delves into the realm of learning from tutoring and extends existing research by introducing augmented concept mapping as an innovative strategy to enhance peer learning in preparing for tutoring. The paper provides a concise overview of the current design of pedagogically augmented concept maps and their integration with Semantic Web and derived technologies for the iterative development of knowledge maps. This research represents an ongoing endeavour with the primary objective of developing graphical organisers to support student tutors in designing tutoring plans before actual tutorials in the form of concept maps and knowledge maps. It serves a dual purpose, aiming to facilitate individual tutor learning and promote collective knowledge construction. The main contribution of this presentation lies not only in the potential for synthesising concept mapping and semantic knowledge mapping, but also in the integration of content learning, such as the domain of hydrology in this study, with dialogical tutoring interaction during peer tutoring preparation

This research aimed to gain an understanding of how social annotations can be used to facilitate students' pre-class learning in a postgraduate unit at an Australian university. We analysed both survey data and system logs to examine

This research aimed to gain an understanding of how social annotations can be used to facilitate students' pre-class learning in a postgraduate unit at an Australian university. We analysed both survey data and system logs to examine students’ participation, performance, and experience when engaging in social annotations. The results show that online offshore students had a better overall unit result when considering their WAM before starting the unit. Furthermore, students had positive experiences with the social annotation activities. The students have identified several key benefits of engaging in social annotation and the associated challenges, providing valuable information for future course design. In summary, this investigation reveals the value of social annotation tools to facilitate student pre-class learning in both online and face-to-face classes.

Learners’ persistence in online learning plays a crucial role in achieving successful learning outcomes. In an effort to understand the underlying psychological mechanism of learners’ persistence in such environments, a systematic review

Learners’ persistence in online learning plays a crucial role in achieving successful learning outcomes. In an effort to understand the underlying psychological mechanism of learners’ persistence in such environments, a systematic review is conducted to synthesise the existing knowledge. This concise paper presents three fundamental findings derived from the review project, namely, mapping the current research landscape, exploring the motivations propelling researchers to investigate this phenomenon, and examining the theoretical models employed in literature to explain learners’ behaviours.

Australia’s healthcare landscape is undergoing a digital transformation that will improve health outcomes and enable better exchange of patient data. Australia’s National Digital Health Strategy calls for a workforce that is educated to

Australia’s healthcare landscape is undergoing a digital transformation that will improve health outcomes and enable better exchange of patient data. Australia’s National Digital Health Strategy calls for a workforce that is educated to harness the potential of technologies that enable this digital transformation. There is an urgent need for effective and innovative methods of training the workforce to meet these demands. This paper discusses the development of an authentic learning activity using Figma, a popular UX/UI design tool. The activity sits within a short course, Opportunities for SMART on FHIR apps, which is a part of a national training programme, addressing workforce capacity-building needs. It teaches a non-technical healthcare workforce to create and share healthcare app prototypes with key stakeholders and developers. The activity highlights the importance of creating an authentic learning opportunity that builds the confidence of the workforce to enable digital health solutions, supporting healthcare’s rapid digital transformation.

This paper presents preliminary findings from research investigating the influence of selection panel biases on recruiting academic positions in Australian higher education. Emphasising the need for cultural diversity and inclusivity among

This paper presents preliminary findings from research investigating the influence of selection panel biases on recruiting academic positions in Australian higher education. Emphasising the need for cultural diversity and inclusivity among students, the study argues that these goals should also be reflected in the selection of academics within higher education institutions. Notably, this research addresses a significant gap, as no prior studies in Australia have explored how selection panel members' personal and organisational characteristics and belief systems shape university academic selection. Data for this study were collected through surveys and optional semi-structured interviews with university staff who have participated in academic interviews or served on academic selection panels. Descriptive and thematic analysis techniques were applied to both survey and interview data, with verbal data analysis used for the interview transcripts. While the research is ongoing, this paper reports preliminary findings based on 45 surveys only from the participants interviewed. This paper does not report the findings from participants who were in interview panels. This research does not report on semi-structured interview data collected as a part of this project. The results highlight intense feelings of discrimination due to the race, age, gender, and cultural background of the candidates in the academic recruitment process in Australian universities.

This paper reports on a pilot study of a course enhancements program at Lincoln University, New Zealand, designed to enhance learner success for all students, but particularly those from minority groups. The pilot study includes two

This paper reports on a pilot study of a course enhancements program at Lincoln University, New Zealand, designed to enhance learner success for all students, but particularly those from minority groups. The pilot study includes two phases, each of six-months duration – course redevelopment and course delivery. During the first phase, 10 academics were selected to engage in self-reflection, complete a four-week online asynchronous course, develop an action plan for course redevelopment, attend a two-day in-person workshop to implement the action plan, and meet several times with an academic development facilitator. This blended approach resulted in academics experiencing a variety of in-person and online learning activities and approaches that could be used in their own courses, and the opportunity to collaborate and share their course redevelopment journey with other academics. This paper highlights the approach taken in the pilot study and the strategies used to bring academics on the journey.

Developments in virtual reality (VR) technology and the increased availability of high-speed internet, have increased the affordability and accessibility of VR. This paper investigates the potential of VR to supplement the theoretical

Developments in virtual reality (VR) technology and the increased availability of high-speed internet, have increased the affordability and accessibility of VR. This paper investigates the potential of VR to supplement the theoretical coursework of a large criminal justice course in Aotearoa New Zealand. By simulating interactions with people in prison, VR could offer a unique training platform where students develop essential skills, including communication, conflict resolution, and empathy, within a controlled environment. This ensures that trauma-sensitive issues can be addressed safely and effectively, providing students with invaluable experiential learning opportunities. Using VR, students could engage in simulated scenarios that mirror real-life. This immersive environment would allow them to gain firsthand experience and explore their emotional responses in a safe setting. Students could develop a deeper understanding of their triggers, manage their trauma, and acquire the necessary coping mechanisms to handle the challenging situations they may face in their future careers.

One key challenge with feedback is designing it to ensure that students engage and act on it, which implies that the effect of feedback is as important as the feedback itself. In this paper, we explore students’ perceptions of video

One key challenge with feedback is designing it to ensure that students engage and act on it, which implies that the effect of feedback is as important as the feedback itself. In this paper, we explore students’ perceptions of video feedback in comparison to written feedback and report the preliminary findings of our pilot study. We conducted interviews on nine students who received video feedback in their marketing capstone unit. After conducting a thematic analysis on the interview data, we found that students preferred video feedback over written feedback because of the following – it provides more detailed, clearer, and more understandable feedback; and it also creates better connection with the marker because it feels more authentic and personalized. Both positive and negative emotions are generated by the video feedback. The findings will help us identify areas we can focus on in an upcoming large-scale study.

This report summarises findings from an ethics-approved research and evaluation project, HyFlex Environments for Post-Covid Learning and Teaching. This study adopted a mixed methods approach to investigate students’ and teachers’

This report summarises findings from an ethics-approved research and evaluation project, HyFlex Environments for Post-Covid Learning and Teaching. This study adopted a mixed methods approach to investigate students’ and teachers’ experiences using HyFlex spaces for learning and teaching purposes in 2022. Data were collected for one year covering two semesters, three Trimesters and summer school. The data collection methods included an online student survey, class observations, and semi-structured interviews with students and teachers. This report presents what worked and did not work in the HyFlex spaces and suggests various logistical, technological and pedagogical recommendations that can contribute to the success of HyFlex learning and teaching.

This paper critically reflects upon a year of partnership with ChatGPT since it became freely available. By exploring the possibilities and limitations of utilising such tools through a personal reflective narrative and the metaphoric

This paper critically reflects upon a year of partnership with ChatGPT since it became freely available. By exploring the possibilities and limitations of utilising such tools through a personal reflective narrative and the metaphoric notion of partnership it considers the advantages and limitations of this tool in context, recognising both students and teaching faculty are at risk of McDonaldization of their work. Beyond the benefits there are impacts on the amount and type of work being done by both academics and students.

Many students enter mathematically intensive courses with deficiencies in their mathematical skills. Universities have responded to this challenge with additional support. However, existing approaches have exhibited limited success. This

Many students enter mathematically intensive courses with deficiencies in their mathematical skills. Universities have responded to this challenge with additional support. However, existing approaches have exhibited limited success. This paper proposes research into the effectiveness of a personalised approach to mathematical remediation driven by the affordances of EdTech.

As the number of students in online classrooms continues to rise, understanding the microclimates that influence teaching and learning becomes crucial. This paper presents a map of existing and potential microclimates in a large online

As the number of students in online classrooms continues to rise, understanding the microclimates that influence teaching and learning becomes crucial. This paper presents a map of existing and potential microclimates in a large online course and offers guidance on developing such maps to enhance student well-being and learning outcomes. By drawing on the concept of microclimates from natural sciences, educational microclimates are defined as the norms, attitudes, and behaviors within a subgroup of people in a larger social climate. The study explores various social microclimates within online spaces, aiming to create more inclusive and interactive communities that foster essential skills for students. A six-step process for developing microclimate maps is proposed, highlighting the importance of considering student demographics and engaging in continuous reflection and improvement, seeing the trees in the wood. Ultimately, understanding and leveraging microclimates can lead to better course design and support the diverse needs of students in large online cohorts.

This paper follows the genesis and development of a digital anatomy lab for geographically isolated students in a postgraduate Doctor of Medicine programme in rural New South Wales and represents a work in progress. Students studying their

This paper follows the genesis and development of a digital anatomy lab for geographically isolated students in a postgraduate Doctor of Medicine programme in rural New South Wales and represents a work in progress. Students studying their degree at the rural clinical school do so without an in-situ cadaver-centred anatomy laboratory. This represents a pivotal shift away from the fundamental learning pedagogies implicit in academic Medicine, and therefore a challenge for situating the digital anatomy lab; its contents and explicit pedagogical needs, inside an already saturated curriculum. The Digital Anatomy space under development represents an intersection of scholarship on whether nascent digital tools (VR/AR) can develop fast enough to provide haptic and spatial feedback, how such digital spaces sit pedagogically amidst the accepted didactic teaching frameworks of Medicine, and whether creating virtual spaces improves student learning of Anatomy. This work-in-progress reflects the conference themes of people, partnerships and pedagogies.

This study analysed first-year IT students' performance and perceptions of using Integrated Development Environment (IDE) versus pen and paper (P&P) based programming testing methods. 68 participants completed two programming tests using

This study analysed first-year IT students' performance and perceptions of using Integrated Development Environment (IDE) versus pen and paper (P&P) based programming testing methods. 68 participants completed two programming tests using both testing methods, and the results were evaluated on complexity, quality and other criteria. No significant difference was observed in the average scores between the two test methods. However, IDE testing showed fewer syntax errors and lower cyclomatic complexity, indicating the potential advantages of IDE's error-checking. IDE tests exhibited higher variability in student performance, suggesting varying comfort levels with the test environment. Additionally, a weaker correlation existed between actual and perceived performance in IDE tests, highlighting challenges in self-evaluation within a digital framework. Most students preferred IDE-based testing, citing efficiency, user-friendliness, and real-time feedback. Nonetheless, a minority recognised the value of P&P tests for demonstrating deep syntax understanding. This research enhances our understanding of programming pedagogy and assessment.

Authenticity, originality, lived human experience. How much value is being placed on these qualities in a world facing challenges such as AI, climate change and economic breakdown, rapid reconfigurations in the future of work? How can

Authenticity, originality, lived human experience. How much value is being placed on these qualities in a world facing challenges such as AI, climate change and economic breakdown, rapid reconfigurations in the future of work? How can cross curriculum experiences and partnership pedagogies support students and universities navigating these challenges? In this paper, I reflect on innovations in learning and teaching, research, and scholarship in an age of seismic uncertainty. Specifically, I address the intersections between Screen Media, STEM, design thinking and storytelling for sustainability as part of the student and university experience. Citing case studies and examples, I consider some of the co-creation methodologies, the role of appreciative enquiry, and cross-curriculum partnership pedagogies, in the form of living labs. These have demonstrably enabled us to learn from each other and contribute to a wider landscape of scholarship and work that values original thinking and authentic creative expression.

Blended learning has become an integral component of the curriculum in institutes of higher learning (IHL) worldwide. Problem-based Learning (PBL) is a constructivistic learning approach that can facilitate the development of 21st-century

Blended learning has become an integral component of the curriculum in institutes of higher learning (IHL) worldwide. Problem-based Learning (PBL) is a constructivistic learning approach that can facilitate the development of 21st-century competencies such as self-directed learning (SDL) and collaborative learning (CL). This study investigated if there are any differences in Polytechnic students’ perceptions of self-directed learning and collaborative learning between the blended PBL design and the face-to-face PBL design in terms of self-directed learning and collaborative learning in Singapore. The study adopted a quasi-experimental approach, with 56 student participants completing a 36-item validated pre/post survey instrument (MSDLCL). Statistical analyses suggested that in both PBL approaches, students’ perceptions of self-directed learning with technology and collaborative learning increased significantly. Focus group discussion results suggested that while students were motivated to complete the assigned PBL tasks, they preferred to conduct collaborative learning activities in person and work on self-directed learning activities online.

We live in a data-driven world, and decisions of technology developers impact how the world uses technology. But the education system does not address data sovereignty. This is more relevant in New Zealand, with M?ori data sovereignty

We live in a data-driven world, and decisions of technology developers impact how the world uses technology. But the education system does not address data sovereignty. This is more relevant in New Zealand, with M?ori data sovereignty being a concern. In engineering education, ethical aspects of technology are taught from a western perspective. This paper describes a different approach used recently in an undergraduate engineering course, where an indigenous perspective was integrated with the predominant western view. Electrical and Digital Systems is a course taken by all engineering students at the University of Auckland. This course teaches the engineering perspective on how data is collected and processed, and hence is the perfect point to introduce the indigenous data sovereignty perspectives. Student feedback received so far supports the success of this introduction. This also prepares our future workforce to be competent to incorporate indigenous world views in engineering decisions.

This conference paper examines the pivotal role of Functional Analysts in facilitating the transition from an older in-house Lecture Theatre Recording (LTR) system to a new and advanced lecture recording system called Panopto. The

This conference paper examines the pivotal role of Functional Analysts in facilitating the transition from an older in-house Lecture Theatre Recording (LTR) system to a new and advanced lecture recording system called Panopto. The Functional Analysts' responsibilities encompass ensuring a smooth transition, providing expertise and assistance to internal users, and maintaining uninterrupted operations. The paper discusses the process of transitioning to Panopto, including planning, implementation, training, and support. The collaboration, communication, and technical expertise of Functional Analysts are highlighted as key factors for successful system migration. The findings of this case study shed light on the importance of proactive planning, effective change management, and technical proficiency in executing such transitions.

The use of educational technologies in course development, assessment, and delivery has undergone significant transformations in higher education institutions due to the Covid-19 pandemic. With universities worldwide offering an

The use of educational technologies in course development, assessment, and delivery has undergone significant transformations in higher education institutions due to the Covid-19 pandemic. With universities worldwide offering an unprecedented number of online courses, the landscape of higher education has experienced both opportunities and challenges for learning designers, academics, and students. Among the challenges faced, proctoring online examinations has emerged as a pressing concern. Focusing on the context of a school where accreditation requirements demand invigilated assessments, this paper explores and proposes alternative invigilated assessment approaches across various modes of course delivery. This work-in-progress report provides insights into different alternative invigilated assessment options, offering practical instructions for implementing these assessment methods. By exploring these options, this paper aims to contribute to the broader discussion on assessment practices in higher education and better align with the needs of our students and academic programs as well as that of the accrediting bodies.

This paper aims to explore the importance of M?ori perspectives in AI in education (AIed) development, emphasizing the need for inclusivity and cultural responsiveness. It highlights the underrepresentation of indigenous voices in shaping

This paper aims to explore the importance of M?ori perspectives in AI in education (AIed) development, emphasizing the need for inclusivity and cultural responsiveness. It highlights the underrepresentation of indigenous voices in shaping emerging technologies and proposes a framework for incorporating M?ori knowledge and perspectives in AI systems. By recognizing and valuing cultural diversity, we can work towards a more equitable and inclusive future in AI education, minimizing biases and inequities. The framework can then be translated into actionable steps to ensure indigenous voices are heard and incorporated in the design and implementation of AI technologies.

In 2020, due to the COVID-19 pandemic, animal physiology practical classes at The University of Queensland, were conducted fully online using Lt, a cloud-based platform, ensuring that students were able to achieve the intended course

In 2020, due to the COVID-19 pandemic, animal physiology practical classes at The University of Queensland, were conducted fully online using Lt, a cloud-based platform, ensuring that students were able to achieve the intended course outcomes. However, in 2021, practical classes had to be redesigned to cater for both on-campus and online deliveries and this project investigated the continued use of Lt in animal physiology practical classes focusing on student satisfaction and performance for both on-campus and online students. Student satisfaction with the redesigned practicals were high across all constructs - overall structure, pre-lab materials and incorporation of group work (on-campus students) while student performance outcomes showed an improved performance compared to before the use of Lt and showed no significant differences in the performance of the on-campus versus online cohorts. The findings gave confidence in using Lt as a foundation for delivering animal science practicals equitably for both cohorts.

This concise paper reports on the development of a Design-Based Research PhD project that explores the potential of virtual reality and digital pedagogies to enhance reflexivity in the context of religious education and cultural diversity

This concise paper reports on the development of a Design-Based Research PhD project that explores the potential of virtual reality and digital pedagogies to enhance reflexivity in the context of religious education and cultural diversity awareness. The research is based in a Norwegian context and aims to develop transferable design principles for enhancing reflexivity in religious education for student teachers. The paper outlines the context, design framework, initial prototype intervention, initial participant feedback, as well as next steps in the research.

Students as Partners initiatives have the potential to enable students and staff to collaborate on improving the teaching and learning experience (Mercer-Mapstone et al., 2017). Following two iterations of a students as partners initiative

Students as Partners initiatives have the potential to enable students and staff to collaborate on improving the teaching and learning experience (Mercer-Mapstone et al., 2017). Following two iterations of a students as partners initiative applied across different disciplines to enhance student-teacher partnership, an implementation strategy was established through a 5-steps process of recruitment, active listening, review, co-design, and evaluation. The proposed model established deeper partnership during the learning process, delivering significant changes that enhanced students’ learning instead of the typical iterative design at the end of the learning period (course). The partnership contributed to student partners’ development through an experiential learning process. Integrating learning theories and practices with human-centered design, we explore the research question: How do we nurture a deep student and teacher partnership for positive impact? Underpinned by Argyris & Schön’s (1974) double loop learning and design thinking the 5-steps approach resulted in greater student experience and satisfaction, enabled the development of a sense of community and personal development for student partners and course convenors.

Many educators and learning analytics practitioners find themselves in ‘learning analytics limbo’, with access only to simplistic one-size-fits-all vendor-driven LA dashboards, as they wait for development of possible future LA solutions

Many educators and learning analytics practitioners find themselves in ‘learning analytics limbo’, with access only to simplistic one-size-fits-all vendor-driven LA dashboards, as they wait for development of possible future LA solutions that would allow customizations that genuinely cater to differences in learning design and educator skills. We present here a simple and pragmatically oriented project that allows individual educators to build and customize an LA solution ‘at home’ with relatively simple tools. This open-source project takes advantage of data available to an educator via the LMS, and allows them to develop and customize an educator-facing dashboard that meets their teaching and learning design needs. This small-scale solution allows local educators and practitioners to continue to build their data literacy and LA-informed teaching skills, and to contribute to ongoing institutional learning through sharing their experience with institutional LA teams.

The use of Intelligent Computer Assisted Language Learning (ICALL) in foreign language learning holds great promises, but the identification of rigorous design principles to develop students’ capability through practical learning design

The use of Intelligent Computer Assisted Language Learning (ICALL) in foreign language learning holds great promises, but the identification of rigorous design principles to develop students’ capability through practical learning design are still insufficient. As capability concerns how people use their competencies in the unknown rather than in familiar situations, ensuring students' capability development becomes crucial in today’s complex, dynamic, and rapidly changing system of modern society. One critical question to firstly answer regarding the numerous variety and available options of ICALL applications is what and how to choose appropriate and relevant ICALL applications which would effectively enhance students’ capability. This paper proposes a framework for the intervention design of the ICALL learning environment to develop EFL students’ capability based on the pedagogy-andragogy-heutagogy continuum and the authentic learning framework.

The learning and teaching team at Edith Cowan University's School of Nursing and Midwifery has partnered with postgraduate students to enhance their experience and success. Targeted initiatives throughout the curricula, including online

The learning and teaching team at Edith Cowan University's School of Nursing and Midwifery has partnered with postgraduate students to enhance their experience and success. Targeted initiatives throughout the curricula, including online and multimodal learning activities and resources, were co-developed in response to anecdotal evidence that some commencing students in this diverse cohort were lacking essential digital and academic literacy skills. The team is improving learning opportunities for all students by leveraging online platforms and fostering constructive relationships between staff and students to enhance self-engagement and motivation. A self-evaluation has been developed and implemented for students to gain a clear understanding of their academic and digital literacies. It is also providing important data about students' preparedness for their studies. This paper will share early findings from the research project, including scalable approaches and strategies to promote agency and empower students and staff.

Management education has traditionally been delivered in tedious and disengaging manner. Students manifest their disengagement in five dimensions - values, motivation, behavioural, interactional and competing involvements. This research

Management education has traditionally been delivered in tedious and disengaging manner. Students manifest their disengagement in five dimensions - values, motivation, behavioural, interactional and competing involvements. This research targets motivation, behavioural and interactional disengagement using gamification. This project aims to investigate the impact of implementing gamification elements in an undergraduate managerial communication course on the students’ engagement and academic performance. Grounded in Self-Determination Theory, this project develops an online and in-class gamified learning intervention by aligning game attributes to desired behaviours and learning outcomes. Using a pre- and post-test survey, the researchers will examine student perceptions of the gamification intervention. Students’ written reflections on their gamification experience will also be subject to a thematic analysis. The researchers anticipate an improvement in student engagement and learning outcomes. Based on the findings, a set of design principles to guide future gamification interventions will be developed.

Learning design as a profession has seen increased visibility and recruitment within Higher Education through the pandemic and beyond. However, there are known challenges for those transitioning to learning design in entering what is a

Learning design as a profession has seen increased visibility and recruitment within Higher Education through the pandemic and beyond. However, there are known challenges for those transitioning to learning design in entering what is a heavily specialised field, and challenges for universities in recruiting and retaining quality Learning Designers, understanding the roles and skills needed, and ensuring the consistency and quality of learning design across the sector. We argue that a holistic approach to recruiting, developing and supporting these roles in practice is needed. To further conversations around Learning Designer professional development specifically, we offer an ‘ecosystem’ for conceptualising professional development and supporting Learning Designers at different stages of their journey.

Microcredentials have gained immense popularity in higher education institutions for their flexible and timely approach to learning. However, their true value, impact, and recognition within Australia remain largely unexplored. This paper

Microcredentials have gained immense popularity in higher education institutions for their flexible and timely approach to learning. However, their true value, impact, and recognition within Australia remain largely unexplored. This paper dives into the persistent issues surrounding microcredentials in the Australian context and explores prospective avenues for their future evolution. These insights have the potential to shape the future of microcredentials by informing integration and recognition decisions, benefiting educational institutions, industry employers, and professionals alike. Moreover, this paper discusses the possibilities for further university-industry partnerships, innovative educational offerings, revenue streams, and the development of digital pedagogical curricula and assessment designs. It emphasises the importance of providing diverse options for industry employers and professional learners in their pursuit of lifelong learning and career advancement. This paper aims to shed light on these pressing issues and pave the way for a transformative future of microcredentials in Australian higher education.

This concise paper explores the role of learning designers as third-space professionals in higher education, exploring both their self-perception and the perceptions held by other professionals in the sector. Learning designers play a

This concise paper explores the role of learning designers as third-space professionals in higher education, exploring both their self-perception and the perceptions held by other professionals in the sector. Learning designers play a crucial role in learning support, program design, web-based learning, and industry partnerships, being also able to challenge traditional practices and enhance student experiences and outcomes. However, a comprehensive understanding of their roles remains complex and necessitates further exploration. The challenges faced by learning designers include ambiguous role definitions and the delicate balance of meeting diverse stakeholder expectations. Through an autoethnographic approach, members from an ASCILITE Community Mentoring Program group offer insights into the multifaceted contributions of learning designers. Recognizing, working collaboratively with, and appreciating the diverse expertise of learning designers are key factors for universities to effectively address recent societal changes and meet the evolving needs of their students.

Student and lecturer insights gained on the pedagogical practices used during Emergency Remote Teaching (ERT) for laboratory, field trip and tour practices, should be used to inform and improve in-person and online higher education

Student and lecturer insights gained on the pedagogical practices used during Emergency Remote Teaching (ERT) for laboratory, field trip and tour practices, should be used to inform and improve in-person and online higher education programs for the traditionally practical-based courses of agriculture, horticulture and food. Qualitative lecturer focus group data was thematically analyzed and used to develop the online student survey. Quantitative and qualitative data were collected in mid-2021 from the online survey of students. Survey qualitative data was thematically analysed and used to validate and expand on the quantitative data descriptive statistics. Findings revealed that agricultural classes with practical components can be transitioned to deliver some material online to provide additional benefits that enhance the practical components, adds to existing material, and provides benefits in the understanding of that material for students. To transition these components well requires time, funding and online pedagogy professional development to be successful.

Recent rapid developments in generative artificial intelligence (genAI), including large language models (LLMs), have the potential to radically transform higher education—perhaps especially the work of learning designers. This paper

Recent rapid developments in generative artificial intelligence (genAI), including large language models (LLMs), have the potential to radically transform higher education—perhaps especially the work of learning designers. This paper investigates how learning designers are making sense of and adapting to the current challenges and future changes caused or enabled by ongoing advances in genAI and LLMs. A team of learning designers was surveyed to gain insights into how they are currently engaging with genAI and LLMs in their professional practice and in teaching and learning contexts. This paper describes how these learning designers see genAI and LLMs emerging as not only useful tools but as agential actors and collaborators in teaching and learning contexts, and how they see this changing their practice and profession now and potentially into the future.

Universities hold a significant advantage in the development of enterprising learning partnerships where internal and intentional collaboration can assist in addressing complex problems. Building a collaborative learning partnership

Universities hold a significant advantage in the development of enterprising learning partnerships where internal and intentional collaboration can assist in addressing complex problems. Building a collaborative learning partnership between faculties enhances learning, removes blocks to enterprise and addresses industry problems. The learning partnership developed in this collaboration included academic staff from two different faculties, a team of students as well as input from external stakeholders including schools and pre-service teacher candidates. The approach included digital expertise and developmental pedagogies; with a shared outcome designed to meet the enterprise goals of the industry’s partner. The student team developed confidence and capacity in their ability to communicate with the industry partner as they were encouraged to be creative, equal participants with the agency to take risks and problem solve. The tangible outcome was the delivery of a minimum viable product that has potential to address issues around teacher shortage and other limits to school resourcing. Learning partnerships within universities facilitate authentic learning and encouraged enterprise.

The higher education sector is changing, driven by a post-pandemic push to a more digital focused model of delivery. Whilst this change was coming before the pandemic, COVID-19 has put the need for a better understanding of digital

The higher education sector is changing, driven by a post-pandemic push to a more digital focused model of delivery. Whilst this change was coming before the pandemic, COVID-19 has put the need for a better understanding of digital approaches in stark relief, as individuals could no longer meet face-to-face. And yet, our perceptions of digital literacy (competency and skills) remains limited, with literature suggesting that even the use of the term ‘digital literacy’ is diverse. This paper aims to conduct a review that positions these terms more clearly with their associated stakeholders. Using a defined systematic review methodology based on Lateral, this paper identifies a disconnect between stakeholder perceptions, particularly academics and their students, as well as influences felt by the pandemic. Through this work, we aim to lay a foundation for future research in the educational technology domain, understanding these contrary conceptions and how they may be resolved.

International research illustrates the effectiveness of simulation in professional education. For pre-service teachers, such technology offers the ability to contextualise pedagogy and curriculum within the complexity of the classroom

International research illustrates the effectiveness of simulation in professional education. For pre-service teachers, such technology offers the ability to contextualise pedagogy and curriculum within the complexity of the classroom environment. Novice practitioners benefit from developing decision-making skills in a risk-free context, whilst receiving immediate feedback on their performance. The University of Newcastle has therefore embedded simSchool, a virtual classroom gaming platform) in its undergraduate teacher education programs. This paper reports pre-service teaching students’ sense of teacher efficacy before and after using simSchool, based on students’ responses to surveys before (n. 398) and after (n. 233) use of the technology. Analysis examined changes in teacher efficacy, as well as potential differences between students based on previous experience. Results will form the basis for more informed integration of simulation technology, and more targeted support for students to optimise their experience and learning.

Mobile mixed reality (mMR) is increasingly being integrated into health education, however, the affordances and design principles for the facilitation of critical thinking are yet to be explored. The objective of this study is to explore

Mobile mixed reality (mMR) is increasingly being integrated into health education, however, the affordances and design principles for the facilitation of critical thinking are yet to be explored. The objective of this study is to explore the perceptions of mobile mixed reality and critical thinking in health education. Thematic analysis was undertaken of data collected from focus groups including students, academics, and mobile mixed developers (n=8). The focus groups revealed two main themes: (1) “purposeful critical thinking” including the benefits of freedom of failure in the virtual environment, and (2) “making it meaningful” by incorporating co-design of virtual learning environments while extending or focusing the learning experience to something that could not be achieved any other way. We conclude that the potential for mMR in health education is considerable. Purposeful inclusion of critical thinking could be achieved by students co-designing scenarios that integrate choose-your-own-adventure healthcare pathways in safe, virtual environments.

This study illustrates the potential of data-centric methodologies in enriching the practicum experiences of Sport and Exercise Science (SES) undergraduates. By amalgamating learning analytics and text mining, we extract actionable

This study illustrates the potential of data-centric methodologies in enriching the practicum experiences of Sport and Exercise Science (SES) undergraduates. By amalgamating learning analytics and text mining, we extract actionable insights from practicum reflections. Automated report generation and data visualisation techniques enable quick identification of students requiring intervention, while text mining and sentiment analysis decode the prevalent themes in practicum experiences. The resulting insights potentially enable personalised, data-informed support strategies, fostering improved student satisfaction, practicum outcomes, and industry-relevant course design. The fusion of data and pedagogy illustrated in this research underscores the potential for data-driven strategies in enhancing tertiary education.

This paper addresses an opportunity to harmonise the development of graduate attributes both before and after university engagement. Foregrounding these qualities and capabilities in the assessment of student work brings an opportunity to

This paper addresses an opportunity to harmonise the development of graduate attributes both before and after university engagement. Foregrounding these qualities and capabilities in the assessment of student work brings an opportunity to consider an over-arching meta-model that may serve to harmonise many disparate general capability frameworks. The meta-model, Capability Results Inventory, referred to as CAPRI, emerged through the categorisation of assessment criteria and was then applied with subcategories to forty six degree courses. Implementations at university level and one high school using the same assessment software are described. The meta-model is then mapped for selected 21st Century skill frameworks often used in business contexts. The paper concludes that the examples of graduate attribute integration in both university and high school assessment could also be transferrable to employee performance and development.

Collaborative practices are at the heart of the development process in educational programme and course design. Collaboration between partners is essential in learning design projects as it brings together diverse perspectives, expertise

Collaborative practices are at the heart of the development process in educational programme and course design. Collaboration between partners is essential in learning design projects as it brings together diverse perspectives, expertise, and skills to create effective learning experiences. However, it also presents numerous challenges that can hinder the collaborative process. This paper draws on the experiences of an academic developer and an online learning designer over several online/blended projects carried out in a higher education setting, individually and together. As co-project leaders in the design and development cycle, the authors critically examine through a reflective lens how leadership, behavioral characteristics and digital tools support successful collaborations in their learning design projects. The paper discusses recommendations that strengthen partnerships and support collaborations.

Previous research has shown that many university educators struggle to accurately evaluate the cognitive complexity of exam questions (and overall exams) which they write, based on Bloom's Taxonomy. This can lead to concerns about the

Previous research has shown that many university educators struggle to accurately evaluate the cognitive complexity of exam questions (and overall exams) which they write, based on Bloom's Taxonomy. This can lead to concerns about the design of exams. Software tools could possibly assist educators via automated classification methods. This paper reports a work-in-progress project that is creating a software application (tool) to assist university educators with writing exams. We evaluate 3 methods of automated classification including keywords-based approach, OpenAI evaluation, and an existing algorithm. The tool is designed to be able to help educators to reflect on their exam, by providing educators with meaningful feedback on question complexity and the overall exam, assisting in exam design. The software tool developed in this study is expected to benefit educators by providing objective feedback and serving as a professional development resource.

Educators are wrestling with the changes wrought by generative AI (GenAI), particularly the widespread adoption of ChatGPT. This paper introduces creative and collaborative sensemaking with GenAI as an alternative form of academic and

Educators are wrestling with the changes wrought by generative AI (GenAI), particularly the widespread adoption of ChatGPT. This paper introduces creative and collaborative sensemaking with GenAI as an alternative form of academic and professional development to spark reflection on the implications of this technology for educators and to increase GenAI literacy. By combining human and AI-generated text in iterative loops, we created a text and a creative process to collectively investigate the use of GenAI in education. Collaborative poetic inquiry, an arts-based research method, was used in tandem with generative experiments using AI tools, culminating in an ode to collaborative sensemaking. Drawing on the authors’ collective experience as a group of educational professionals and academics, we then critically analysed how GenAI may impact educators and augment creative practices to generate new insights. Further implications for practice from this sensemaking with GenAI in education are discussed.

This paper presents a comprehensive and coordinated partnership between students and faculty in response to academic integrity breaches at the School of Business and Law (SBL). We highlight the widespread nature of academic misconduct

This paper presents a comprehensive and coordinated partnership between students and faculty in response to academic integrity breaches at the School of Business and Law (SBL). We highlight the widespread nature of academic misconduct among university students, particularly emphasising the prevalence of cheating among business students. Additionally, the paper addresses the impact of institutional practices on academic integrity breaches. Considering the Higher Education Standards Framework (HESF) requirements, the SBL aims to reduce academic integrity breaches by implementing a coordinated students-as-partners approach. We propose that a mobile learning theory can be applied to reducing academic integrity breaches, focusing on contract cheating allegations. By sharing our experiences, we hope to inform and inspire a coordinated institutional approach to uphold academic integrity and combat misconduct effectively.

Teaching coding is complex. Teaching coding to higher education students enrolled in teacher education courses who lack a background in technology education is even more so. This paper presents the first phase of an exploratory sequential

Teaching coding is complex. Teaching coding to higher education students enrolled in teacher education courses who lack a background in technology education is even more so. This paper presents the first phase of an exploratory sequential designed study that investigates how digital literacy and problem-based learning pedagogies, meshed with drone activities can be used to help pre-service teachers develop an advanced level of program knowledge and skills. This paper will look at reflexivity in the research process of designing an intervention for pre-service teachers.

Universities and museums often operate on different educational paradigms and partnerships between museums and universities have been relatively unexplored in some disciplines, making it difficult to generate new and innovative patterns of

Universities and museums often operate on different educational paradigms and partnerships between museums and universities have been relatively unexplored in some disciplines, making it difficult to generate new and innovative patterns of learning, research and scholarship. The day-to-day complexities of such inter-disciplinary partnership often remain hidden with much of the collaborative work conducted by individuals without formal university support. In this paper, we advocate for a more systematic and sustained partnership between university museums and educators and present a case study of a partnership between an on-campus museum and a business school to teach students about responsible leadership. We outline the benefits and challenges of such interdisciplinary partnership and present a case study where we explore Object-Based Learning (OBL) as the central element of this collaboration.

This paper proposes a flexible framework for developing asynchronous online learning environments for multidisciplinary contexts at an Australian university. The project addresses the need to build organisational resilience following the

This paper proposes a flexible framework for developing asynchronous online learning environments for multidisciplinary contexts at an Australian university. The project addresses the need to build organisational resilience following the fragility demonstrated by educational institutions during the emergency transition to online learning in 2020. The paper examines the challenges experienced by staff and students, the future implications and the potential of the Holodeck model of a learning environment in circumventing these barriers. The analysis of the strategies implemented through various educational technologies in criminology, teacher education, international relations and research methodology, demonstrated its applicability in diverse academic fields. The paper promotes the capacity of the Holodeck-based framework to provide systematic support structures for university online and on-campus programs, and, consequently, to develop institutional resilience in multidisciplinary university contexts. The paper also outlines the next phase of the project, focusing on a student perspective of the use of the Holodeck model.

This research paper explores the ability of social media platforms, specifically Facebook pages such as UTS Confessions to influence student belonging – by providing opportunities for students to engage in the university community and

This research paper explores the ability of social media platforms, specifically Facebook pages such as UTS Confessions to influence student belonging – by providing opportunities for students to engage in the university community and build a sense of belonging. This study considers the effects of the COVID-19 pandemic on both university and online experiences and highlights the importance of university intervention in online platforms to enhance student support and engagement. By examining relevant literature and conducting interviews with students, alumni, and staff, the study provides insights and recommendations for how universities cn interact with Facebook pages to help foster a sense of belonging.

Learning Analytics and staff-facing dashboards enable educators to gain insights into student learning, enhancing teaching practices and learning outcomes. Student-facing dashboards (SFDs) can also prove advantageous for students as they

Learning Analytics and staff-facing dashboards enable educators to gain insights into student learning, enhancing teaching practices and learning outcomes. Student-facing dashboards (SFDs) can also prove advantageous for students as they empower them to better interpret their results, promote self-reflection with the goal of improving their academic performance. Whilst there is no currently preferred software solution for implementing dashboards. Through the authors’ reflections of creating SFDs, using assessment and ePortfolio asset data, this can be achieved with free or readily available tools. This concise paper used initiatives for the author to reflect upon the process creating SFDs. Investigations for opportunities to refine dashboards are also presented.

Early offer programs have been increasing across the higher education sector in Australia in recent years, allowing school leavers to be assessed on criteria other than ATAR. There are mixed opinions on the value of early offer programs

Early offer programs have been increasing across the higher education sector in Australia in recent years, allowing school leavers to be assessed on criteria other than ATAR. There are mixed opinions on the value of early offer programs. This research evaluates the performance and experience of early offer students in the Faculty of Science and Health at Charles Sturt University, NSW. We found that in most fields of education, early offer students have lower progress rates than students who entered based on ATAR, but not compared to the cohort as a whole. In addition, we found that predicted ATAR is often significantly lower than final ATAR. This paper forms the beginning of a work in progress, but these early results suggest that the early entry process needs to be carefully managed to ensure equity in the offers process and appropriate supports for this cohort to increase their probability of success.

This paper deals with the educational necessity of collaborative learning and individual assessment. Historically, communication-based inefficiencies in student collaboration supported individual assessment but increasingly content

This paper deals with the educational necessity of collaborative learning and individual assessment. Historically, communication-based inefficiencies in student collaboration supported individual assessment but increasingly content creation technologies are both overcoming these inefficiencies and enabling students to collaborate during assessments. The rapid proliferation in the adoption of Generative AI packages such as ChatGPT is accelerating these challenges faster than universities can respond. This paper presents five, scaffolding assessment designs that are currently being piloted within graduate and undergraduate university classes. Crucially each strategy is predicated on the readily achievable - if scary - notion that authentic assessment and Generative AI services can be frenemies. Strategies covering extension across a range of quantitative and qualitative classes are detailed. Preliminary findings and 'next steps' are presented.

This concise paper introduces the importance of Healthcare Professionals (HCP) voice on Social Media Platforms (SMP) to combat widespread mis/disinformation around health issues that is now prevalent on these platforms. While HCPs actions

This concise paper introduces the importance of Healthcare Professionals (HCP) voice on Social Media Platforms (SMP) to combat widespread mis/disinformation around health issues that is now prevalent on these platforms. While HCPs actions have been acknowledged as effective in dispelling myths surrounding health topics, the specific strategies employed by HCPs on different SMPs to address these issues remain largely unexplored. Employing a technology affordance perspective, this paper outlines a proposed research methodology aimed at investigating the strategies employed by HCPs for correcting misinformation across various SMPs and offers guidance in this area.

The complexities and demands of leadership roles in universities are increasing. In an industry where leadership roles are dominated by white men, females and members of minority groups struggle to succeed in leadership positions. They

The complexities and demands of leadership roles in universities are increasing. In an industry where leadership roles are dominated by white men, females and members of minority groups struggle to succeed in leadership positions. They express feelings of being out of place and reject by peers. Mentoring has been demonstrated as an effective tool to develop leadership skills, resulting in longevity in a career. This option is not always available or suitable for women and minorities. This paper suggests digital mentoring as a solution of issues of socialisation, distance, and a lack of local guides for women and minorities entering leadership positions within universities. Digital mentoring as a support will provide more skills and support for women and minorities to enter into and have longevity in leadership positions.

Video lectures in online courses often use pop-up questions or quizzes to enhance learners’ engagement and their learning outcomes. However, there is limited research about how frequently pop-up questions should be asked, considering how

Video lectures in online courses often use pop-up questions or quizzes to enhance learners’ engagement and their learning outcomes. However, there is limited research about how frequently pop-up questions should be asked, considering how this design decision may impact learners’ self-regulation and motivation to learn, as well as their perceptions of confidence and challenge associated with the learning content. This study aims to answer the above questions while considering learners’ final learning outcomes in a massive open online course (MOOC). In this study, learners were divided into high and low frequency groups. The high frequency group were given a question almost every 2 minutes whereas the low frequency group were given a question only once at the end of the video. No significant differences on any of the above factors were found between the two groups. Educators may take these results into account when designing MOOCs in the future. MOOCs are costly and time-consuming to create, and this experiment suggests that using resources on this level of detail may not be necessary.

Existing research on instructional videos primarily explores subtitles and transcripts in vocabulary and listening comprehension for English as an Additional Language (EAL) learners, with limited focus on content and language integrated

Existing research on instructional videos primarily explores subtitles and transcripts in vocabulary and listening comprehension for English as an Additional Language (EAL) learners, with limited focus on content and language integrated learning (CLIL). This pilot case study investigates how these tools mediate postgraduate EAL learners’ mathematics learning, spotlighting their video consumption approaches and thinking processes. Findings from video-stimulated recall (VSR) and semi-structured interviews highlight the distinct advantages of both transcripts and subtitles in facilitating CLIL. While transcripts provide a robust textual reference, enabling learners to navigate through complex mathematical concepts efficiently, bilingual subtitles foster translanguaging and crosslinguistic strategies, empowering learners to leverage their full linguistic and cognitive repertoire for understanding mathematical concepts. Our findings enhance and refine existing knowledge of video designs, highlighting the crucial, complementary roles of subtitles and transcripts for EAL learners, with implications for developing and implementing instructional videos, endorsing strategic use of both tools to accommodate varied learning needs.