This presentation considers some recent innovations and what has allowed them to work in education thanks to technology. It then discusses key technologies and practices and assessment integrity & AI generated content. Lastly it looks at what’s the next big thing for technology enhanced learning.

1. CRICOS Provider No: 00300K (NT/VIC) 03286A (NSW) RTO Provider No: 0373 TEQSA Provider ID PRV12069
Disruption in TEL the way of the future and the
way to go
ACODE LTLI
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 what has
allowed them to work in education
• Key technologies and practices
• Assessment integrity & AI generated content
• What’s the next big thing for technology enhanced
learning?
About this presentation
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4. 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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• Learnline (Bb Ultra)
• MS Teams
• Bb Ally
• Bb Collaborate
• Zoom/Teams
• FeedbackFruits
• Kaltura
• Padlet
• PebblePad
• Respondus Lockdown
Browser & Monitor
• Turnitin & SafeAssign
• VoiceThread

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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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21. AI doesn’t always get it right
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22. Do we fight back?
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23. • Generative AI provide useful tools for generating content and
ideas to help get words on the page.
• It 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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24. • ACODE Representatives July.
• 34 Universities responded 75% Australian Universities.
• Designed to inform the ACODEs position on Gen AI engines.
• A particular emphasis on how this may be affecting assessment
practices, with a clear focus on preventing academic integrity
breaches.
ACODE Survey – Gen AI in HEW Assessment
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25. • 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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26. What is stopping your academic staff from fully engaging
with this?
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27. • 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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Anders Sörman-Nilsson

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31. 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 at the table and as a table select 2
ideas to present to everyone else.
4. Enter it into the Padlet site under your team name (one card
per idea)
5. Pause and consider as a group the 14 ideas we have
6. Next, we need to narrow this down from 14 ideas to 3 ideas.
7. Your table needs to either fight for your ideas or concede that
someone else’s idea is better.
Snowball on TEL
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https://padlet.com/michaelsankey/snowballing-tel-the-next-big-things-rn4yihh4u9j9rpgg

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