Focus: This research centers on the outcomes derived from the application of active learning and teaching strategies aimed at improving the effectiveness of pre-service teachers in conducting physically active lessons.
Background/Context: The role of physical activity in children's health and development is pivotal. Although short-term successes are observed in school-based physical activity interventions (Metcalf et al., 2012), sustained effectiveness faces hindrances such as time constraints, resource limitations, and competing priorities for teachers, as identified by Lander et al. (2019). Moreover, the top-down implementation of school-based interventions contributes to the stress experienced by teachers (Avalos, 2011). Therefore, integrating active teaching pedagogies into initial teacher education programs is proposed for enhanced effectiveness and sustainability.
Description: The Active Schools Trial was integrated into various undergraduate and postgraduate units during the second semester of 2023. This integration encompassed multiple elements, including lecture content, practical session curriculum, modelling, experiential learning, and support/education pertaining to the planning, development, and execution of active lessons.
Methodology: A total of 14 pre-service teachers (PSTs) and 4 staff members participated in focus group interviews, guided by the RE-AIM framework, which examines program REach, Adoption, Implementation, Effectiveness, and Maintenance. Employing a qualitative thematic inquiry approach (Butler-Kisber, 2010), the exploration delved into the experiences of both staff and PSTs in the realm of teaching and learning through physically active lessons.
Evidence: Findings revealed that PSTs underwent both personal and professional growth, gaining increased confidence in executing physically active lessons. Staff members were exposed to novel pedagogical insights, resulting in heightened student engagement and improved student evaluation scores.
Contribution: This study makes a meaningful contribution to the field of teaching and learning.
Engagement: The presentation aims to foster engagement by sharing practical ideas and suggestions for the effective implementation of physically active lessons.

Focus: This presentation provides insights into engaging university students in wellbeing education. It reports on a study evaluating WellMates: a mental health and wellbeing programme delivered to agricultural students at two New Zealand universities.
Background/context: The incidence of suicide and untreated mental illness is higher in rural communities compared with urban communities (Beautrais, 2017; ncis.org.au, 2022; Rose et al, 2023). Agricultural students, like others from the rural community, are often reluctant to engage with wellbeing education and mental health services. Universities can play an important role in improving mental health awareness and knowledge through the delivery of mental health wellbeing programmes (Daniele et al, 2022; Huang et al, 2018; O’Reilly et al, 2018).
Description: WellMates is a one-off mental health wellbeing programme delivered by student facilitators in-person and as an online module. The aim is to increase participants’ knowledge and confidence in relation to mental health and ultimately to reduce lives lost by suicide in rural communities.
Method: The study utilised a mix-method approach to data collection. This included quantitative data captured from students before and after the delivery of WellMates, from a control group, and qualitative interviews with participants and facilitators.
Evidence: Engaging students in wellbeing education is challenging. Data shows that WellMates is effective in increasing students’ mental health knowledge and confidence in relation to help seeking behaviours. There are factors that can support student connection with the programme (Hay et al, 2024). However, compulsory attendance at in-person classes can result in stigmatising behaviour towards others in the classroom.
Contribution: The results highlight the importance of knowing the audience and provides important learnings about what works and does not work in delivering wellbeing education to university students.
Engagement: (Reflective question) Is it enough for students to just turn up: how do we maximise benefits in wellbeing education?

Focus. This paper presents findings from a study aiming to validate a quality assessment framework using input from five stakeholder groups.
Background/context. Online assessment, integral to quality student experience, has received significant attention from educational decision makers and professional accrediting bodies since COVID-19 and the rise of generative artificial intelligence (AI) tools (Swiecki et al., 2022), particularly in relation to academic integrity (Dawson, 2020; Reedy et al., 2021).
Description. Our quality assessment framework (Huber et al., 2024) has six design considerations (academic integrity, quality feedback, student experience, information integrity, authenticity, and equity of access) and four contextual dimensions (scale, resourcing, accreditation, and institutional policies). This study aimed to validate the framework via input from five stakeholder groups: educators (n=12), students (n=15), educational decision makers (n=5), accrediting body representatives (n=5), and employers (n=8).
Method. We conducted 10 interviews (n=10) and seven focus groups (n=35) to probe stakeholders’ perceptions of assessment quality, the framework elements, areas for refinement, and their perspectives on using AI tools. We used thematic analysis to validate the framework and uncover new elements and relationships, validated subsequently through a survey with all stakeholders (n=203).
Evidence. Preliminary findings from stakeholder groups indicate concerns from educational decision makers (financial costs), employers (clarity on who defines authenticity), accrediting bodies (academic integrity), students (feedback), and educators (differentiating summative and formative assessment).
Contribution. The study contributes to theory by validating the framework elements with diverse stakeholders. For practice, the framework can be used to: reinforce design decisions; highlight trade-offs between design elements; support communication with accrediting bodies and employers; integrate student voice in assessment design, and support staff development through best practice.
Engagement. Using Menti or in groups, participants will be invited to reflect on different stakeholders’ perspectives on assessment quality and consider how these may assist in improving their assessments.

Focus: Review and redesign of assessments to promote meaningful learning while upholding academic integrity.
Background: Generative Artificial Intelligence (Gen-AI) presents a challenge to the integrity of our assessments, particularly to those that may overlook students' deep learning and transferable skills. Within health science (HS) degree programs, Gen-AI may assist graduating students, even if they lack necessary skills for optimal decision-making in a clinical setting. In response, a sustainable strategy is ‘re-thinking assessments’ which entails a critical review of assessments, questioning their role in fostering creativity, meaningful learning, and alignment with educational development (Lodge et al., 2023).
Description: With this consideration, HS faculty at Torrens University Australia assumed a three-cycle action research project to redesign assessments for effective learning.
Method: Cycle 1 reviewed assessments of three foundational HS subjects using an assessment appraisal tool designed by HS academics that aligned Gen-AI and academic integrity guidelines from institutions (Lodge et al., 2023a; Monash University, 2023; Flinders University, 2023; TEQSA, 2022; Torrens University n.d.).The tool was refined and used in Cycle 2, for reviewing remaining 16 HS subjects and informing a strategic plan for assessment reform. Cycle 3 will implement identified strategies for redesigning assessments across all HS subjects.
Evidence: The findings highlight the need for a unified approach to assessment reform, prioritizing focus on the problem solving, decision making and critical thinking skills and require students to demonstrate understanding through application of knowledge in situated contexts.
Contribution: Subject coordinators' involvement and training in evaluation fostered scholarly thinking among HS academics. This initiative serves as a case study for assessment reform while addressing assessment integrity concerns raised with the use of Gen-AI.
Engagement: The showcase will feature thinking questions on the assessment appraisal tool. The results of assessment review and assessment re-design strategies addressing Gen-AI misuse and academic integrity concerns will be shared.