A presentation to the Learning Technologies Advisory Group at Edith Cowan University, that considers some recent innovations and the what allowed those innovations, AI generated teaching content, The metaverse, Assessment now and the next big ideas

1. CRICOS Provider No: 00300K (NT/VIC) 03286A (NSW) RTO Provider No: 0373 TEQSA Provider ID PRV12069
Disruption in TEL is there any other way
to go?
ECU LTAG
Professor Michael Sankey
Director, Learning Futures and Lead Education Architect
President, Australasian Council on Open Distance and eLearning (ACODE)
Community Fellow, Australasian Society for Computers in Learning in Tertiary Education (ASCILITE)

2. Charles Darwin University acknowledges all
First Nations people across the lands on
which we live and work, and we pay our
respects to Elders both past and present.
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3. • Let’s consider some recent innovations and the what
allowed those innovations
• AI generated teaching content
• The metaverse
• Assessment now
• Next big idea
About this presentation
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• Learnline (Bb Ultra)
• MS Teams
• Bb Ally
• Bb Collaborate
• Zoom/Teams
• FeedbackFruits
• Kaltura
• Padlet
• PebblePad
• Respondus Lockdown
Browser & Monitor
• Turnitin & SafeAssign
• VoiceThread

6. Self or cloud hosted
•Institution largely either self hosted or hosted an instance
with the vendor on a private cloud, allowing customisations
that made upgrading more difficult
SaaS
•Software as a service (SaaS) vendors moving clients onto using
the one version of the software. Less customisation possible,
but upgrades happen much more easily
API
• With self hosted systems, institutions had to develop APIs (application program
interface) to allow other systems to communicate with each other
LTI & xAPI
• The advent of LTI (learning tools Interoperability) allows learning system to
invoke and to communicate with external systems against a common global
standard. This is linked with extra ‘experience’ data available through xAPI
Transmission of information
• Systems were used to provide links to documents and learning elements
contained within a repository. Limited tools in the LMS limited engagement
opportunities
Participatory creation
• The advent of more tools to allow for the co-creation, sharing and peer-review
of learning episodes. Greater interoperability has allowed for this to be more
easily mediated
Walled garden approach
• Where the LMS was the central repository for learning and pathways inside the
LMS led students to different elements in the one garden
Open garden approach
• The LMS still has a role but now so do many other systems that can interoperate.
Pathways lead between the different gardens providing far more variety
Antecedents and descendant in a changing digital ecology

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• AI-Enabled Applications for Predictive,
Personal Learning
• Generative AI
• Blurring the Boundaries between
Learning Modalities
• HyFlex
• Microcredentials
• Supporting Students’ Sense of
Belonging and Connectedness
Key technologies and practices

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Source: https://www.linkedin.com/pulse/four-es-how-higher-ed-should-responding-generative-ai-matthew-labrake/

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STARS Network Groups:
• Co-Curricular Recognition Network
• First-in-Family Network
• First Year Experience Network
• Peer Programs Network
• STEM Education Network
• Student Equity Network
• Student Partnership Network
• Transition Out Network
• Wellbeing Network

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15. Productivity tools and behaviours
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16. Hey Michael,
I was really impressed by the unique approach to education I found on the Charles Darwin University
website, especially with the focus on learning futures. After checking out your LinkedIn profile, I must say
I'm equally impressed by your extensive experience and expertise in leading education innovation.
We're looking to partner with a few more companies to automate their processes with custom built AI
solutions.
Charles Darwin University could automate with AI 30-90 percent of processes such as customer support
(responding via website, email, social media, mobile etc), employee training and support, customer
onboarding, admin tasks, lead generation, email responding, content generation, outreach and more.
I'd need to know a bit more about Charles Darwin University to see if it would be a good fit.
Would you (or a colleague) be available for example Thursday or Friday for 15-30min?
P.S. We provide a 30 day full refund guarantee.
Best, XXXXXXXX
Co-Founder CTO, Growth Automation Contact: 03 xxxxxxxx
Address: xxxxx East Melbourne VIC 3002, Australia Website: xxxxxxxxxx
If you don't want to hear from me again, please let me know.
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Can't see the wood for the trees?

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21. AI doesn’t always get it right
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22. Do we fight back?
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23. • 34% have made no changes
• 36% have made some
minor changes.
• Encouragingly (though
still small) 17% have either
made major changes to,
or have completely
changed their approach.
Q3 - Have you made any significant changes to your
current approach to assessment in your units?
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24. • ChatGPT and similar technologies are useful tool, generating
content and ideas to help get words on the page.
• Misinformation is serious. So, we teach students how to use it,
how to understand its limitations, and to fact-check its outputs.
• Just as we teach students how to read critically, how to
evaluate and corroborate evidence, and how to distinguish
good arguments from bad and recognise rubbish.
• But, we don’t want to put Gen AI at the centre of education.
Teaching students how to use Generative AI
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25. • AI provides instant feedback on students’ writing, simplify
complex information and scaffold information on specific task
• It’s helpful for neurodivergent students or students with English
as a second language
• Students struggling to understand concepts can ask AI to
provide examples to aid their understanding.
• The use of AI by students pivots them from being consumers of
learning materials to creators of their own learning resources.
Students can become creators (productive)
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26. • Half are experiencing
pockets of changes in
assessment practice
• 34% reporting some
good examples
starting to emerge.
• Only 3 felt that it was
to early to tell,
• Just one (1)
institution said ‘we
are all over this’
Are you seeing any serious reconsideration of
assessment approaches yet?
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27. What is stopping your academic staff from fully engaging
with this?
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28. • 34% slowly moving away
from remote exams
• 11 institutions continuing
for the time being
• As a natural response some
(5) are moving back to
face-to-face exams
• But these were
metropolitan Unis.
• Those responding ’other’
have already moved away
and are encouraging
academic staff you use
more authentic forms of
assessments.
Will you be continuing with remote exams?
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https://youtu.be/dwMs8K4m11c

32. • Jason Lodge, Sarah Howard, Margaret Bearman, Phillip
Dawson
• Shirley Agostinho, Simon Buckingham Shum, Chris
Deneen, Cath Ellis, Tim Fawns, Helen Gniel, Rowena
Harper, Michael Henderson, Danny Liu, Lina Markauskaite,
Jan McLean, Carlo Perrotta, Michael Sankey, Lambert
Schuwirth and Christine Slade.
Assessment Reform for the Age of
Artificial Intelligence
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33. • Forming consequential and trustworthy judgements about
student learning in a time of AI requires multiple, inclusive
assessment approaches.
• Assessment and learning experiences equip students to
ethically and actively engage with a society pervaded with AI.
Guiding principles
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34. • Ask students to:
• Include their personal experience or perspectives in their writing.
• Analyse a class discussions.
• Untangle a complex instruction that involve long texts that do not
fit a typical ChatGPT prompt, or
• Write about a very recent events (in the last week or so) that may
not be found in the ChatGPT database yet.
• But test it first
Set personalised, complex or topical tasks
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35. • Provide them the readings that they must use.
• Source these readings from Google Scholar or from University
Databases (closed journals)
• Submit a word version or use a common drive with version
history enabled
• Ask them to reflect on what they learned from doing an activity
(3-500 words max)
For Essays
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36. • Present questions using images, figures, or charts as auxiliary
information, and a nonspecific question as stem.
• For example, ‘which section of the figure below demonstrates. . . ?’
• Present auxiliary visuals as hotspot questions where the student
must click on an area of the image to indicate the correct answer
• For example, ‘select the area on the image which shows . . .’
• Present questions using a series of images, or a video
accompanied with conditional logic branching questions.
• For example, ‘at this point in the interaction, which question should
you ask the customer?’
Multiple choice?
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37. • Present questions that require the student to apply a concept
or principle to an up-to-date scenario or case study.
• For example, ‘the VOICE legislation to hold a referendum went through
parliament a while back, but there were those that spoke against it.
What are the implication of the dissenting voices?’
• Present the answer
• Then get student to choose the appropriate question.
Cont…
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38. 10 CDU priorities for assessment
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• Reduce emphasis on final high-stakes exams
• Reduce propensity for wide-spread quizzes for important assessments
• Look for opportunities for course-wide assessments (alignment across units)
• Weight assessment items aligned with level of learning (low for low-stakes)
• Increase emphasis on formative assessment feedback ‘for learning’ (feedback
literacy)
• Designing active, collaborative, authentic assessment
• Increase the use of WIL, group and peer assessment
• Assessment for inclusion
• Increased use of multimodal assessments
• Reduce essays and long form text that can be easily cheated

39. 1. Independently reflect the next topic, ‘what’s the next big thing for
technology enhanced learning?’
2. Develop your one idea and write it down (don’t share it yet).
3. Now, share your one idea in the breakout room, and as a room
select 2 ideas to present to everyone else.
4. When back in the main room, enter your two ideas into the chat.
5. Pause and consider as a group the ideas that have been shared.
6. Next, we need to narrow these ideas down to 3 ideas.
7. You need to either fight for your ideas or concede that someone
else’s idea is better.
Snowball on TEL
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