{"id":22882,"date":"2025-02-18T00:43:38","date_gmt":"2025-02-17T13:43:38","guid":{"rendered":"https:\/\/educational-innovation.sydney.edu.au\/teaching@sydney\/?page_id=22882"},"modified":"2025-03-13T10:41:42","modified_gmt":"2025-03-12T23:41:42","slug":"2025-ai-in-higher-education-symposium-resources","status":"publish","type":"page","link":"https:\/\/educational-innovation.sydney.edu.au\/teaching@sydney\/2025-ai-in-higher-education-symposium-resources\/","title":{"rendered":"2025 AI in Higher Education Symposium Australia & New Zealand – Resources"},"content":{"rendered":"
\"\"<\/a>
Adobe Stock, used under licence<\/figcaption><\/figure>\n

Over the last two years, more and more educators are incorporating generative AI productively and responsibly to support student learning. At this regional symposium held on Friday 7 February 2025<\/a>, we invited educators from higher education institutions across Australia and New Zealand (and further afield!) to share their creative and authentic uses of generative AI<\/strong> to improve teaching, learning, assessment, and curriculum.\u00a0<\/span><\/p>\n

 <\/p>\n

Program<\/h2>\n

Download the program as PDF<\/a><\/p>\n

 <\/p>\n

Recordings<\/h2>\n

We have made available most recordings from the symposium with the presenters’ permission. Click the talk title to access the recording.<\/p>\n

Block 1<\/h3>\n
\n
\n

Stream 1 block 1 – Assessment<\/h4>\n

A holistic approach to assessment for meaningful AI integration<\/a>
\nClara Sitbon and Kria Coleman
\nThe University of Sydney<\/p>\n

Writing with generative AI in the Arts and Humanities<\/a>
\nAri Seligmann, Josephine Hook, Carmen Sapsed and Andrew Junor
\nMonash University<\/p>\n

GenAI as a guided scaffolding tool to facilitate student learning and assessment in a TESOL course in Australia<\/a>
\nMingyan Hu
\nGriffith University<\/p>\n

White Hat AI Hacking of Assessments<\/a>
\nGiordana Orsini, Swapneel Thite, Morgan Harris
\nUniversity of New South Wales<\/p>\n<\/div>\n

\n

Stream 2 block 1 – Critical thinking<\/h4>\n

Exploring a Dialogic Design for Intelligent Writing Assistants: Augmenting Critical Thinking and Synthesis Writing for Higher Education Students<\/a>
\nForooq Zarrabi, Kaska Musial Gabrys, David Milne, and Ivan Smirnov
\nUniversity of Technology Sydney<\/p>\n

Unlocking Critical Thinking with Gen AI: Exploring Concepts Across Time<\/a>
\nThilinika Wijesinghe
\nJames Cook University<\/p>\n

Application of Generative AI in Nutrition Courses: Enhancing Digital Literacy, Critical Thinking, and Collaborative Learning<\/a>
\nJing Ye
\nRMIT University<\/p>\n<\/div>\n

\n

Stream 3 block 1 – Faculty engagement and leadership<\/h4>\n

From Dull to Dazzling (and Helpful): Wave Your AI Wand<\/a>
\nOlga Kozar
\nMacquarie University<\/p>\n

Rethinking the curriculum of a whole degree in the time of AI<\/a>
\nJos\u00e9-Miguel Bello y Villarino
\nThe University of Sydney<\/p>\n

\u201cDoctor ChatGPT, I Presume?\u201d \u2013 A Collective Journey Through the AI Jungle<\/a>
\nHenrik Dindas & Frank P. Schulte
\nFOM University of Applied Sciences<\/p>\n

Empowering Educators, Informing Institutions: Collaborative GenAI Trials in Higher Ed<\/a>
\nAntony Tibbs
\nEdith Cowan University<\/p>\n<\/div>\n<\/div>\n

 <\/p>\n

Block 2<\/h3>\n
\n
\n

Stream 1 block 2 – AI simulations and scenarios<\/h4>\n

Exploring chatbot simulations to support pre-service teachers’ classroom management practice<\/a>
\nJose Hanham
\nWestern Sydney University<\/p>\n

ATLAS: Bridging Theory and Practice Through AI-Enabled Professional Simulations<\/a>
\nJoel Moore and Jo Blannin
\nMonash University<\/p>\n

Generative AI as a tutor in the classroom to improve student understanding and provide teaching insights<\/a>
\nAndrew Bartlett
\nThe University of Sydney<\/p>\n

Digital Sponsors: Transforming Project Management Assessments with AI Chatbots<\/a>
\nMark Freeman, Carmen Vallis, Enosh Yeboah
\nThe University of Sydney<\/p>\n<\/div>\n

\n

Stream 2 block 2 – Assessment<\/h4>\n

Integrating generative AI in STEM education: Enhancing career-ready skills in pharmaceutical science<\/a>
\nElizabeth Yuriev
\nMonash University<\/p>\n

Assessment and Integrity Review Assistant (AIRA): Leveraging AI, Coding Standards, and Quality Frameworks for Consistency<\/a>
\nNassima Kennedy
\nPolytechnic Institute Australia<\/p>\n

Problem-Solving Assessments in Computing Education: Can This Be an Authentic Evaluation?<\/a>
\nCharith Jayasekara
\nMonash University<\/p>\n

Listen Up – Tackling Generative AI with a Podcast Assessment Series<\/a>
\nPatrick Westhoff
\nThe University of Sydney<\/p>\n<\/div>\n

\n

Stream 3 block 2 – Faculty engagement and leadership<\/h4>\n

Leveraging AI in authentic assessment: Concepts and ideas from vocational tertiary education<\/a>
\nBruno Balducci
\nOtago Polytechnic<\/p>\n

Leveraging a multi-agent approach to enhance educator efficiency<\/a>
\nCory Dal Ponte
\nUniversity of Melbourne<\/p>\n

Using GenAI in Lesson Preparation to Enhance Student Relevance and Engagement<\/a>
\nLinus Tan
\nSwinburne University of Technology<\/p>\n

Exploring the challenges of assuring learning in an AI-enabled landscape<\/a>
\nJohn Davies and Nell Mann
\nAuckland University of Technology<\/p>\n<\/div>\n<\/div>\n

 <\/p>\n

Block 3<\/h3>\n
\n
\n

Stream 1 block 3 – AI literacy<\/h4>\n

Creating AISLA: An AI Student Learning Application for our course, \u201cAI for Educators\u201d<\/a>
\nKathryn MacCallum, Kieran Williamson, David Rose, David Parsons
\nUniversity of Canterbury<\/p>\n

Building AI Literacy: An Adaptive Self-Assessment Tool for Student Readiness<\/a>
\nSamantha Clarke, Lucas Wright, Simon Bates, Eszter Kalman, Jessica Frawley, Leah Wafler, Donna Langille, Heather Berringer
\nThe University of Sydney and the University of British Columbia<\/p>\n

Developing AI-Guided Learning Modules: Insights from the GAIL Experience<\/a>
\nJames Bedford and Patrick Tran
\nUNSW College and UNSW<\/p>\n

Embedding Generative AI Literacy Development Activities in a Business Capstone: Enhancing Student Preparedness for an Evolving Digital Landscape<\/a>
\nMelinda Plumb and Laura Rook
\nUniversity of Wollongong<\/p>\n<\/div>\n

\n

Stream 2 block 3 – Core skills<\/h4>\n

AI and Community-Based Learning<\/a>
\nMargaret Sass
\nBoise State University<\/p>\n

Beyond Words: AI-Powered Communication<\/a>
\nSonu Sarda
\nNavitas<\/p>\n

GenAI in Agricultural Education – supporting students with creative science communication<\/a>
\nSarina Kilham
\nCharles Sturt University<\/p>\n

Enhancing the student learning experience in large project-based subjects using generative AI<\/a>
\nJeremy Lindeck, Guien Miao, Ian Farmer, Tania Machet
\nUniversity of Technology Sydney<\/p>\n<\/div>\n

\n

Stream 3 block 3 – Multimodal AI literacies<\/h4>\n

Conceptual co-design with AI for architecture and beyond<\/a>
\nAnastasia Globa
\nThe University of Sydney<\/p>\n

AI-ssistant in Hand-Movement Driven Creative Conceptual Design<\/a>
\nXinyi Wang
\nThe University of Sydney<\/p>\n

AI generative images for student reflections<\/a>
\nClaire Bowmer
\nFlinders University<\/p>\n

Innovating Socio-Legal Learning: Generative AI in Creative Assessments<\/a>
\nNatalia Maystorovich Chulio
\nThe University of Sydney<\/p>\n<\/div>\n<\/div>\n

 <\/p>\n

Block 4<\/h3>\n
\n
\n

Stream 1 block 4 – Learning through problem solving<\/h4>\n

Blending AI with business: A tale of formative feedback and reflection<\/a>
\nLouise Luff and Benjamin Lay
\nThe University of Sydney<\/p>\n

AI-Powered Innovation: Creating Industry-Ready Products and Research for the Cosmetic Sector<\/a>
\nLaurence Orlando & Betty Exintaris & Nilushi Karunaratne
\nMonash University<\/p>\n

Inside the Learning Process: A Qualitative Analysis of Student Self-Regulation in GenAI Conversations<\/a>
\nPaula de Barba
\nMonash University<\/p>\n

Reimagining Education: Transforming and Customizing Learning Experiences Through AI<\/a>
\nKelsey Burton
\nUniversity of New South Wales<\/p>\n<\/div>\n

\n

Stream 2 block 4 – Engaging students with AI<\/h4>\n

Using generative AI for creating case scenario<\/a>
\nAmandeep Sehmi
\nCanterbury Institute of Management<\/p>\n

Give me exactly what I want: a copilot mode of human-AI interaction to enhance learning in tertiary classrooms<\/a>
\nSophia Li
\nManukau Institute of Technology<\/p>\n

Integrating AI into Music Industry Skills<\/a>
\nJeremy Rose
\nThe University of Sydney<\/p>\n

How well can ChatGPT assist business students\u2019 development of critical thinking?<\/a>
\nChun Chuen Billy Chan and Chuljin Park
\nUniversity of New South Wales<\/p>\n<\/div>\n

\n

Stream 3 block 4 – Supporting practice as a learning catalyst<\/h4>\n

AI Tutors to Support Lectures, Practicals and Assessments: When to Bot and When to Human<\/a>
\nMatthew Clemson and Alice Huang
\nThe University of Sydney<\/p>\n

AI-Powered Pipeline for Personalised Exam Preparation and Targeted Learning Intervention in Large Cohorts<\/a>
\nAngela Sun and Helen McGuire
\nThe University of Sydney<\/p>\n

EweSYD: Immersive GenAI digital simulations for teaching complex physical processes.<\/a>
\nMike Seymour
\nThe University of Sydney<\/p>\n

Beyond the Algorithm: Empowering Students to Reimagine Technology in a Complex World<\/a>
\nLuis Lozano Paredes
\nUniversity of Technology Sydney<\/p>\n<\/div>\n<\/div>\n

 <\/p>\n

Block 5<\/h3>\n
\n
\n

Stream 1 block 5 – Professional practices<\/h4>\n

Insightful and effective reflective practice with Generative AI<\/a>
\nTimothy Davies
\nThe University of Sydney<\/p>\n

Practice makes perfect: AI-powered oral assessment preparation<\/a>
\nJim Ennion
\nToi Ohomai<\/p>\n

Game play: inviting AI as a partner in the development of a board game<\/a>
\nMelanie White
\nThe University of Sydney<\/p>\n<\/div>\n

\n

Stream 2 block 5 – Writing and research<\/h4>\n

Use of AI tools in medical student research projects<\/a>
\nJoanne Hart
\nUniversity of Sydney<\/p>\n

The Future of Learning: AI as a Personal Tutor in Nursing<\/a>
\nDianne Stratton-Maher
\nUniversity of Southern Queensland<\/p>\n

Using AI agents to design guided practice for writing research proposal<\/a>
\nLucy Macnaught, Kiri Hunter, Rachel Macdiarmid
\nAuckland University of Technology<\/p>\n<\/div>\n

\n

Stream 3 block 5 – Transforming pedagogical practices<\/h4>\n

Enhancing Accessibility, UX and build efficiency in Learning Design through Custom GPTs<\/a>
\nJesse Keenan, Callum Fitzpatrick and Fabian Dal Forno
\nOnline Education Services<\/p>\n

From Accounting to Business, Communication, Engineering, Health, and beyond: The Impact of GenAI in UniSA Online\u2019s Curriculum<\/a>
\nRebecca Godwin
\nUniSA Online<\/p>\n

Beyond ChatGPT: Understanding Chinese AI Tools and Their Implications for International Students in ANZ Higher Education<\/a>
\nPedram Nourani & Anthony Ryan
\nUniversity of Waikato<\/p>\n

Can AI Voice-Modding Enhance Clarity and Boost Performance in Introductory Statistics?<\/a>
\nKarol Binkowski; Greg Baker
\nMacquarie University<\/p>\n<\/div>\n<\/div>\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, Trish McCluskey from Deakin University, Russell Butson from the University of Otago, Jan McLean from the University of Technology Sydney, and Jason Lodge from the University of Queensland. Please get in touch with\u00a0danny.liu@sydney.edu.au<\/a>\u00a0if you have any questions about the event.<\/p>\n","protected":false},"excerpt":{"rendered":"

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