| 9:15 am | Welcome |
| 9:30 am | [1A1] Curating engagements with AI in assessments Ari Seligmann (Monash University) In this presentation, we present a select range of curated examples of assessment at Monash that involves artificial intelligence technologies. Here the curation is as important as the examples themse... [more]In this presentation, we present a select range of curated examples of assessment at Monash that involves artificial intelligence technologies. Here the curation is as important as the examples themselves. Given the rapid pace of change in this area is important to discuss lessons that can be learnt from particular implementations of artificial intelligence in relation to their time and context. Our examples therefore contain discussion of benefits and limitations and considerations for the developing them for other times and contexts.[less] | [2A1] Using ChatGPT to provide formative feedback in a large class collaborative learning experience. Cory Dal Ponte (University of Melbourne) Utilising ChatGPT for formative feedback during collaborative learning in a large class setting showed promising results. In a flipped classroom model, students received personalised feedback from Cha... [more]Utilising ChatGPT for formative feedback during collaborative learning in a large class setting showed promising results. In a flipped classroom model, students received personalised feedback from ChatGPT in breakout rooms, using this to refine their work and enhance group discussions. Over 80% found the feedback useful, though its impact on group dynamics varied. This approach addressed the challenge of limited facilitator availability, providing more comprehensive feedback than typically possible. While the initial results are promising, we identified some key limitations in our activity and highlight the importance of providing clear instructions to learners about how to maximise the usefulness of the feedback provided, and to rigorously test standardised instructions and prompts for students to use with ChatGPT.[less] | [3A1] Bicycle for the mind: AI for Accessibility Szymon Machajewski and Landen Dixon (University of Illinois Chicago) Explore how AI enhances accessibility in education, offering alternative document formats and interaction methods. It ensures equitable access for students with disabilities, featuring tools like imag... [more]Explore how AI enhances accessibility in education, offering alternative document formats and interaction methods. It ensures equitable access for students with disabilities, featuring tools like image description, text summarisation, and adaptive examples. This session underscores that AI aids all students, akin to audio books, while unlocking new opportunities.[less] |
| 9:45 am | [1A2] ChatGPT – students are using it, do they actually understand it? Jane Kerr (University of Sydney) A case-study of using a unique 'Lane 2 approach' assessment in a first year Business undergraduate unit, where 500 students compared their own macroenvironmental business analyses on an Aust... [more]A case-study of using a unique 'Lane 2 approach' assessment in a first year Business undergraduate unit, where 500 students compared their own macroenvironmental business analyses on an Australian company with a ChatGPT-generated version. This innovative method enhanced understanding of ChatGPT's capabilities and limitations, fostering critical thinking and ethical usage. Surveys revealed a significant shift in students' perceptions, recognizing ChatGPT as a useful but limited tool, crucial for real-world business impacts. This approach offers valuable insights for similar educational strategies.[less] | [2A2] ‘Mrs S’ – An AI primary school teacher helping occupational therapy students practice their skills Joanne Hinitt (University of Sydney) In a second-year occupational therapy course, generative AI was innovatively used to enhance student learning. Students employed AI to brainstorm and refine therapy strategies for a client case study.... [more]In a second-year occupational therapy course, generative AI was innovatively used to enhance student learning. Students employed AI to brainstorm and refine therapy strategies for a client case study. Additionally, they engaged in a role-play exercise with 'Mrs S', an AI primary school teacher character, to practice communication skills in realistic scenarios. This approach provided a safe, authentic environment for students to explore AI's potential in professional settings, improving their intervention plans and offering perspectives on ethical AI use in occupational therapy.[less] | [3A2] AI: Your Idea-Boosting, Time-Saving Co-Teacher Olga Kozar (Macquarie University) As educators, we always strive to make our classes engaging, but often we're short on time. ChatGPT has greatly streamlined my lesson planning, improved the quality of my explanations and example... [more]As educators, we always strive to make our classes engaging, but often we're short on time. ChatGPT has greatly streamlined my lesson planning, improved the quality of my explanations and examples, and helped me provide better and faster feedback. I've also supported other academics in reclaiming time and enhancing their resource quality with AI tools. In this talk, I'll share some of the most useful examples that many educators can start using now.[less] |
| 10:00 am | [1A3] How Generative AI Can Enhance Grader’s Assessment Feedback At Scale Minh Huynh and Fran Van Den Berg (University of Sydney) Using the generative AI tool Cogniti, educators in a first-year biology unit provide enhanced feedback on scientific reports. Cogniti helps overcome challenges in grading large cohorts by expanding br... [more]Using the generative AI tool Cogniti, educators in a first-year biology unit provide enhanced feedback on scientific reports. Cogniti helps overcome challenges in grading large cohorts by expanding brief feedback into more supportive, consistent, and timely responses. This approach addresses workload issues and standardization problems often faced by markers, demonstrating its potential for broader application in diverse academic contexts.[less] | [2A3] Aristotle meets AI: an authentic approach to co-writing with text-generators Susan Thomas (University of Sydney) This presentation will report on a pilot use of AI text generators as collaborators in WRIT6000 Professional Writing. In collaboration with AI, students were asked to write a creative 1500-word pitch... [more]This presentation will report on a pilot use of AI text generators as collaborators in WRIT6000 Professional Writing. In collaboration with AI, students were asked to write a creative 1500-word pitch to improve the quality of life in their hometown as a public awareness campaign, health initiative, grant application, etc. By comparing AI-generated text with their own and evaluating both using the rhetorical triangle and Aristotle’s artistic and inartistic proofs, students learnt first-hand what types of information text generators can and cannot be trusted to supply. Examples of successful collaborative proposals will be shared (with students’ permission).[less] | [3A3] Towards inclusive learning environments: Using Cogniti to design for diversity Ella Collins-White and Kria Coleman (University of Sydney) We will show how educators can work towards creating diverse and inclusive learning environments with the help of an AI agent. This tool assists in designing material informed by the Universal Design ... [more]We will show how educators can work towards creating diverse and inclusive learning environments with the help of an AI agent. This tool assists in designing material informed by the Universal Design for Learning (UDL) guidelines, offering immediate feedback and advice on course design, lesson planning, and assessment methods. Additionally, using the AI agent can be used to promote UDL literacy, enhance awareness of accessibility needs, and foster an inclusive educational setting. This presentation will demonstrate how engaging with AI can enhance understanding and implementation of inclusive teaching practices.[less] |
| 10:15 am | Q&A – in tracks |
| 10:25 am | Movement break |
| 10:30 am | [1B1] AI and ancient art: Generating images to learn about text Alina Kozlovski (University of New England) In this talk I explore how AI image generators can be used to get students to engage with the close reading of historical texts. By combining text and image, this process can also instigate broader co... [more]In this talk I explore how AI image generators can be used to get students to engage with the close reading of historical texts. By combining text and image, this process can also instigate broader conversations about the place of art in society, the role of the artist, and the meaning and place of creativity and imagination.[less] | [2B1] What students do when allowed – but not required – to use AI Tatjana Seizova-Cajic (University of Sydney) In a research methods unit, students were introduced to AI and encouraged to use it for their research proposals. They found AI useful for exploring concepts and refining their work, despite initial ... [more]In a research methods unit, students were introduced to AI and encouraged to use it for their research proposals. They found AI useful for exploring concepts and refining their work, despite initial concerns about being perceived as cheating. This open-ended approach aimed to educate and motivate students to engage with AI, building confidence and enhancing understanding. It demonstrates a flexible model for integrating AI into education, suitable for various contexts but with caution in high-stakes, unsupervised assessments.[less] | [3B1] Talking to an Avatar Martin Brown (University of Sydney) An innovative approach employs AI-driven avatars for students to practice verbal interactions, such as delivering bad news or taking patient histories. These generative AI avatars offer unique, unscri... [more]An innovative approach employs AI-driven avatars for students to practice verbal interactions, such as delivering bad news or taking patient histories. These generative AI avatars offer unique, unscripted conversations, providing a cost-effective and engaging alternative to traditional methods like hiring actors. Students appreciate the privacy and realism of these interactions. The process includes a 'productive failure' model where students attempt interactions, receive debriefs and expert examples, and retry, enhancing real-world readiness. Educators are guided in creating and deploying these avatars to achieve specific learning outcomes.[less] |
| 10:45 am | [1B2] Generative Language: Metaphor and Artificial Intelligence in the Shakespeare Classroom Huw Griffiths (University of Sydney) At the University of Sydney's Shakespeare course, students use ChatGPT and other AI platforms to analyze Shakespearean metaphors, comparing AI-derived insights with established sources like the O... [more]At the University of Sydney's Shakespeare course, students use ChatGPT and other AI platforms to analyze Shakespearean metaphors, comparing AI-derived insights with established sources like the OED and editorial commentaries. This approach fosters an understanding of Shakespeare's language as a dynamic, context-emerging entity, akin to AI's ever-expanding neural networks. The assessment aims to acquaint students with future knowledge tools, assess these tools' capabilities, and enhance their agency as literary critics. This iterative, comparative, and reflective technique offers a model adaptable to various disciplines requiring nuanced knowledge source analysis.[less] | [2B2] Bridging Theory and Practice: AI-Enhanced Crisis Management Joel Moore (Monash University) In this presentation, I will showcase my recent experience piloting a novel, AI-supported platform, designed to simulate professional scenarios and environments. This pilot focused on a four-week inte... [more]In this presentation, I will showcase my recent experience piloting a novel, AI-supported platform, designed to simulate professional scenarios and environments. This pilot focused on a four-week interprofessional crisis simulation. Student teams, acting as stakeholder organisations, executed messaging strategies on a simulated social media platform to inform the public about emerging health risks and combat misinformation. The platform required them to adjust their messaging in real time to influence 1,500 users -whose theory-determined reactions leveraged LLMs and AI-image generation. This provided highly realistic social media posts and reactions, creating an interactive learning experience and leading to vastly improved student engagement.[less] | [3B2] Personifying a coral reef David Yeats, Lucian Sutevski, Elham Hafiz, and Renee Jones (University of Technology Sydney) Interactive learning materials for coral identification were enhanced by personifying corals using AI. This approach involved creating coral personalities, converting them into first-person narratives... [more]Interactive learning materials for coral identification were enhanced by personifying corals using AI. This approach involved creating coral personalities, converting them into first-person narratives, and using text-to-speech tools for voices. The content was integrated into H5P Dialog Cards for self-study, freeing class time for practical learning. This method aligns with Mayer's personalisation and voice principles in multimedia learning, making content more engaging and memorable for students.[less] |
| 11:00 am | [1B3] Using ChatGPT and MidJourney to speculate architectural futures Linus Tan (Swinburne University of Technology) In a postgraduate Design and Architecture studio, students used ChatGPT to speculate on future trends and MidJourney to visualize them. This process included training ChatGPT as a futurist, creating f... [more]In a postgraduate Design and Architecture studio, students used ChatGPT to speculate on future trends and MidJourney to visualize them. This process included training ChatGPT as a futurist, creating future scenarios, and refining these ideas iteratively. Exhibited works showcased in Melbourne Design Week demonstrated how generative AI aids in creative thinking and problem-solving, encouraging students to critically engage with their biases and perceptions. This method, blending text and image generation with critical analysis, is adaptable across various disciplines to enhance speculative and interdisciplinary education.[less] | [2B3] Re-imagined capstone learning: from long essay to creative design projects Kellie Charles (University of Sydney) PCOL3888, an interdisciplinary pharmacology capstone unit, integrated AI in its curriculum through a co-design approach with students. AI bots aided in brainstorming, knowledge summarisation, draft pl... [more]PCOL3888, an interdisciplinary pharmacology capstone unit, integrated AI in its curriculum through a co-design approach with students. AI bots aided in brainstorming, knowledge summarisation, draft planning, and assessment editing. The final group task, a creative multimedia submission, required students to explain their AI usage, fostering a deeper understanding of AI's role in research. This shift from traditional essays to AI-assisted projects aligns with future career needs in science and research, reflecting a design thinking approach in teaching and promoting a curious, ethical, and reflective scientific mindset.[less] | [3B3] Practicing workplace conversations: OSCE practice tutor Rebecca Roubin (University of Sydney) An AI double is used for role-playing in OSCE practice, helping pharmacy students enhance communication and clinical reasoning skills. It offers interactive guidance, adapts to students' pace, an... [more]An AI double is used for role-playing in OSCE practice, helping pharmacy students enhance communication and clinical reasoning skills. It offers interactive guidance, adapts to students' pace, and provides real-time feedback, building confidence and deepening understanding. This approach, valuable for practicing workplace conversations, can be adopted by educators in various fields.[less] |
| 11:15 am | Q&A – in tracks |
| 11:30 am | Morning tea |
| 12:00 pm | [1C1] Evaluating assessment for AI-resilience using critical thinking Luke Zaphir (University of Queensland) An innovative method evaluates assessments for AI resilience by testing their completion using generative AI with varying levels of prompting. This process, derived from the Critical Thinking Project ... [more]An innovative method evaluates assessments for AI resilience by testing their completion using generative AI with varying levels of prompting. This process, derived from the Critical Thinking Project at UQ, assesses the strength and vulnerability of assessments based on cognitive skills and inquiry values. It provides insights into AI's ability to mimic values like accuracy and coherence. Educators can use these findings to modify assessments, making them more resistant to AI completion, through changes in cognitive verbs, rubrics, or question types.[less] | [2C1] Veterinary students find ChatGPT practical and relevant but are not concerned about AI replacing veterinarians Kate Worthing (University of Sydney) Second-year veterinary students evaluated ChatGPT's utility in creating a 'Visual Learning Tool' (VLT) for a common veterinary pathogen. Through critical appraisal of ChatGPT's out... [more]Second-year veterinary students evaluated ChatGPT's utility in creating a 'Visual Learning Tool' (VLT) for a common veterinary pathogen. Through critical appraisal of ChatGPT's output, students recognized its strengths in structuring texts and language appropriateness, but also its limitations due to inaccuracies from its human medicine-focused data. A survey based on the Technology Acceptance Model revealed that while ChatGPT is seen as useful, students are not concerned about AI replacing veterinarians. This assessment approach, combining practical application and critical evaluation, could be beneficial in other disciplines.[less] | [3C1] Empowering Educators and Enriching Students: The Dual Benefits of GenAI in Tertiary Education Chris Lawler (University of Sydney / Southern Cross University) An academic course writer's systematic approach for utilising generative AI for online course material creation to for delivery via a Learning Management System will be shared. The approach signi... [more]An academic course writer's systematic approach for utilising generative AI for online course material creation to for delivery via a Learning Management System will be shared. The approach significantly improved academic content quality and efficiency and the final result necessitated minimal to no revisions post-delivery to the learning design team. By integrating principles of andragogy, this approach acknowledges the maturity and self-direction of adult learners. It enhances their learning experience by synthesising complex information into formats that are not only engaging but also conducive to better comprehension and retention. Successful replication of the approach involves defining AI content roles, mastering prompt creation, using specific plugins, and organising content effectively, chunking the sections to be authored. This enables the author to analyse for flow, unintended omissions or bias and increase emphasis on critical learning. This method was initially validated by academic reviews within the team and forthcoming student evaluations.[less] |
| 12:15 pm | [1C2] Incorporating generative AI in teacher education: Re-designing an existing assignment in EAL/D pedagogy Simone Smala, Suijing Yang (University of Queensland) EDUC2750 Multilingualism and Education at the University of Queensland integrates ChatGPT into EAL/D pedagogy for pre-service primary teachers. In one assessment item, students analyse and design prim... [more]EDUC2750 Multilingualism and Education at the University of Queensland integrates ChatGPT into EAL/D pedagogy for pre-service primary teachers. In one assessment item, students analyse and design primary curriculum texts and apply principles of language learning and content integration. Focussing on self-regulated and co-regulated learning, the assessment item was re-designed using ChatGPT as an assistant in preparing scaffolded teaching materials. This presentation describes the processes and difficulties of re-designing an existing assessment item in the highly regulated teacher education space.[less] | [2C2] Fostering critical AI literacy: a balanced response to generative AI in an information literacy unit John Pike (University of South Australia) At UniSA College, a 'critical AI literacy' approach was incorporated into an information literacy unit. It involved guiding students in appropriate genAI usage for tasks like refining resear... [more]At UniSA College, a 'critical AI literacy' approach was incorporated into an information literacy unit. It involved guiding students in appropriate genAI usage for tasks like refining research questions and enhancing keyword searches. This strategy, while embracing genAI's potential, also emphasized understanding its limitations and wider social implications. It effectively enhanced students' AI and critical AI literacy, preparing them for future challenges and countering technology hype. This approach, particularly useful in research-based education, offers valuable insights for educators in diverse contexts.[less] | [3C2] Widening Participation in the Digital Age: Embracing AI and Equity-Centric Communications to enhance first-year tertiary students’ engagement and sense of belonging. Nathalie Wierdak (University of Otago) At the University of Otago, a novel approach uses AI, specifically ChatGPT, to enhance engagement and belonging among first-year tertiary students, focusing on those from underrepresented backgrounds.... [more]At the University of Otago, a novel approach uses AI, specifically ChatGPT, to enhance engagement and belonging among first-year tertiary students, focusing on those from underrepresented backgrounds. The strategy involves tailoring communications and simplifying assessment instructions using equity-centric AI prompts. This method has shown positive effects on student connection and performance, especially in making assessment instructions more accessible. The pilot study, while limited in scope, highlights AI's potential in fostering inclusive and equitable education, suggesting a broader application across various courses to support diverse student cohorts.[less] |
| 12:30 pm | [1C3] AI in Written Assessment: Enhancing or Diminishing Learning? Antonette Shibani (UTS) Generative AI tools, such as ChatGPT, when employed to support learners in assessment can lead to improvements in their writing and understanding of AI capabilities. However, concerns about academic i... [more]Generative AI tools, such as ChatGPT, when employed to support learners in assessment can lead to improvements in their writing and understanding of AI capabilities. However, concerns about academic integrity and diminishing writing skills of their own also emerge in higher educational contexts. The approach presented aims to cultivate critical engagement with AI among students by encouraging reflective thinking and fostering AI-literacy through scaffolds. By balancing the advantages and drawbacks, it helps promote responsible use of AI in education.[less] | [2C3] Student Empowerment in an AI-Enabled Classroom: Learning Portfolios and Acknowledgment Forms James Bedford and William Scates Frances (UNSW) In GENY0002, an Academic Skills course at the University of New South Wales, students are taught responsible and ethical use of AI for writing and research. The curriculum includes open discussions on... [more]In GENY0002, an Academic Skills course at the University of New South Wales, students are taught responsible and ethical use of AI for writing and research. The curriculum includes open discussions on AI literacy, critical thinking, and ethical implications of AI. As part of promoting accountability, students submit an "AI Acknowledgment Form" with assignments detailing any AI tools used. Additionally, students complete a unique Learning Portfolio that documents their individual learning process and AI usage throughout the course. This presentation discusses findings from analysis of the Acknowledgment Forms and Learning Portfolios. The analysis explores how these elements of the course curriculum can encourage autonomous learning, academic integrity, and critical self-reflection on AI usage. Furthermore, the Learning Portfolios provide valuable insight into the unique learning journeys of each student and the varying effectiveness of AI writing tools in an educational context.[less] | [3C3] From Generative AI to Computational Co-Creativity Kaz Grace (University of Sydney) In a design course, AI is used as both a teaching tool and subject matter. The instructor, with a background in AI research and computational creativity, encourages students to experiment with generat... [more]In a design course, AI is used as both a teaching tool and subject matter. The instructor, with a background in AI research and computational creativity, encourages students to experiment with generative AI for tasks like essays and tutorials. This maximalist approach helps students understand when and how AI aids learning, especially in well-defined tasks requiring convergent thinking. The course aims to foster creativity and critical thinking, moving beyond basic AI use to more advanced, cognitively-informed educational practices.[less] |
| 12:45 pm | Q&A – in tracks |
| 1:00 pm | Lunch |
| 1:45 pm | Join us for the 2024 Sydney Education Unconference
Registration is essential.... [more]Registration is essential.[less] |
