{"id":20316,"date":"2024-02-09T00:24:25","date_gmt":"2024-02-08T13:24:25","guid":{"rendered":"https:\/\/educational-innovation.sydney.edu.au\/teaching@sydney\/?page_id=20316"},"modified":"2024-02-09T00:28:05","modified_gmt":"2024-02-08T13:28:05","slug":"2024-ai-in-higher-education-symposium-australia-new-zealand-resources","status":"publish","type":"page","link":"https:\/\/educational-innovation.sydney.edu.au\/teaching@sydney\/2024-ai-in-higher-education-symposium-australia-new-zealand-resources\/","title":{"rendered":"2024 AI in Higher Education Symposium – Australia & New Zealand – Resources"},"content":{"rendered":"
\"\"<\/a>
Adobe Stock, used with permission<\/figcaption><\/figure>\n

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Scroll down for the recordings<\/p>\n

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Program<\/h2>\n

Note that summaries for most presentations were written by the organisers (with assistance of GPT-4) and then checked by the authors. Presenters shared how their work is
adaptable by educators in other contexts, sharing candid and honest reflections on practice that will spur open discussions about generative AI use.<\/span><\/p>\n[wpcs_schedule date=”2024-02-07″ session_link=”none” show_locations=”none”]\n

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Recordings<\/h2>\n

First session<\/h3>\n

Track 1<\/h4>\n[1A1] Curating engagements with AI in assessments<\/a>
–
Ari Seligmann (Monash University)<\/p>\n[1A2] ChatGPT – students are using it, do they actually understand it?<\/a> –
Jane Kerr (University of Sydney)<\/p>\n[1A3] How Generative AI Can Enhance Grader’s Assessment Feedback At Scale<\/a> –
Minh Huynh and Fran Van Den Berg (University of Sydney)<\/p>\n

Q&A Padlet<\/a><\/p>\n

Track 2<\/h4>\n[2A1] Using ChatGPT to provide formative feedback in a large class collaborative learning experience<\/a> –
Cory Dal Ponte (University of Melbourne)<\/p>\n[2A2] ‘Mrs S’ – An AI primary school teacher helping occupational therapy students practice their skills<\/a> –
Joanne Hinitt, Kria Coleman (University of Sydney)<\/p>\n[2A3] Aristotle meets AI: an authentic approach to co-writing with text-generators<\/a> –
Susan Thomas (University of Sydney)<\/p>\n

Q&A Padlet<\/a><\/p>\n

Track 3<\/h4>\n[3A1] Bicycle for the mind: AI for Accessibility<\/a> –
Szymon Machajewski and Landen Dixon (University of Illinois Chicago)<\/p>\n[3A2] AI: Your Idea-Boosting, Time-Saving Co-Teacher<\/a> –
Olga Kozar (Macquarie University)<\/p>\n[3A3] Towards inclusive learning environments: Using Cogniti to design for diversity<\/a> –
Ella Collins-White and Kria Coleman (University of Sydney)<\/p>\n

Q&A Padlet<\/a><\/p>\n

Second session<\/h3>\n

Track 1<\/h4>\n[1B3] Using ChatGPT and MidJourney to speculate architectural futures<\/a> –
Linus Tan (Swinburne University of Technology)<\/p>\n

Q&A Padlet<\/a><\/p>\n

Track 2<\/h4>\n[2B1] What students do when allowed – but not required – to use AI<\/a> –
Tatjana Seizova-Cajic (University of Sydney)<\/p>\n[2B2] Bridging Theory and Practice: AI-Enhanced Crisis Management<\/a> –
Joel Moore (Monash University)<\/p>\n[2B3] Re-imagined capstone learning: from long essay to creative design projects<\/a> –
Kellie Charles (University of Sydney)<\/p>\n

Q&A Padlet<\/a><\/p>\n

Track 3<\/h4>\n[3B1] Talking to an Avatar<\/a> –
Martin Brown (University of Sydney)<\/p>\n[3B2] Personifying a coral reef<\/a> –
David Yeats, Lucian Sutevski, Elham Hafiz, and Renee Jones (University of Technology Sydney)<\/p>\n[3B3] Practicing workplace conversations: OSCE practice tutor<\/a> –
Rebecca Roubin (University of Sydney)<\/p>\n

Q&A Padlet<\/a><\/p>\n

Third session<\/h3>\n

Track 1<\/h4>\n[1C1] Evaluating assessment for AI-resilience using critical thinking<\/a> –
Luke Zaphir (University of Queensland)<\/p>\n[1C3] AI in Written Assessment: Enhancing or Diminishing Learning?<\/a> –
Antonette Shibani (UTS)<\/p>\n

Q&A Padlet<\/a><\/p>\n

Track 2<\/h4>\n[2C1] Veterinary students find ChatGPT practical and relevant but are not concerned about AI replacing veterinarians<\/a> –
Kate Worthing (University of Sydney)<\/p>\n[2C2] Fostering critical AI literacy: a balanced response to generative AI in an information literacy unit<\/a> –
John Pike (University of South Australia)<\/p>\n[2C3] Student Empowerment in an AI-Enabled Classroom: Learning Portfolios and Acknowledgment Forms<\/a> –
James Bedford and William Scates Frances (UNSW)<\/p>\n

Q&A Padlet<\/a><\/p>\n

Track 3<\/h4>\n[3C1] Empowering Educators and Enriching Students: The Dual Benefits of GenAI in Tertiary Education<\/a> –
Chris Lawler (University of Sydney \/ Southern Cross University)<\/p>\n[3C2] Widening Participation in the Digital Age: Embracing AI and Equity-Centric Communications to enhance first-year tertiary students’ engagement and sense of belonging<\/a> –
Nathalie Wierdak (University of Otago)<\/p>\n[3C3] From Generative AI to Computational Co-Creativity<\/a> –
Kaz Grace (University of Sydney)<\/p>\n

Q&A Padlet<\/a><\/p>\n

 <\/p>\n

Get in touch<\/h2>\n

This event was organised by Danny Liu and Adam Bridgeman from the DVC (Education) Portfolio at the University of Sydney along with Michael Cowling from CQUniversity, Tim Fawns from Monash University, and Russell Butson from the University of Otago. Please get in touch with
danny.liu@sydney.edu.au<\/a>
if you have any questions about the event.<\/p>\n","protected":false},"excerpt":{"rendered":"

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