4A -
Tracks
Track 1
| Wednesday, July 10, 2024 |
| 1:45 PM - 3:10 PM |
| Hall C |
Speaker
Assoc Prof Jason Lodge
Deputy Associate Dean (Academic)
The University of Queensland
1:45pm - 2:10pm The AI whisperers: Unveiling students' secret study partners
1:45 PM - 2:10 PMFinal abstract
Focus: Presentation of research outcomes
Background: Since the emergence of generative AI, there has been much emphasis on issues associated with academic integrity and excitement about the rapid development of these technologies. In the meantime, there has been much less focus on what students do with these new tools beyond possibly cheating. Students have now had access to tools such as ChatGPT for well over a year. Lodge, de Barba and Broadbent (2023) suggested that they increasingly integrate generative AI into a network that co-regulates their learning. In this study, we attempted to find out what is really going on.
Description: This study aimed to explore how students are integrating generative AI into their learning processes. In particular, we examined how these technologies are influencing the regulation of students’ learning processes.
Methods: We interviewed 50 undergraduate students across engineering, health professions, and education disciplines about how they are incorporating generative AI into their learning practices. The semi-structured interviews focused on learning practices and the co-regulation of learning.
Evidence: The results of this study suggest a complex and evolving situation. Some students do not engage with generative AI in their studies at all, while others have already developed sophisticated strategies for maximising the benefits of AI as a tool to help them learn.
Contribution: The contribution of this work is to open the black box which is how students are using generative AI in their learning beyond the discussion about cheating. Some students are developing sophisticated ways of working with generative AI while others are at risk of being left behind.
Engagement: A set of prompt questions for discussion will be presented at the end of the showcase session.
Background: Since the emergence of generative AI, there has been much emphasis on issues associated with academic integrity and excitement about the rapid development of these technologies. In the meantime, there has been much less focus on what students do with these new tools beyond possibly cheating. Students have now had access to tools such as ChatGPT for well over a year. Lodge, de Barba and Broadbent (2023) suggested that they increasingly integrate generative AI into a network that co-regulates their learning. In this study, we attempted to find out what is really going on.
Description: This study aimed to explore how students are integrating generative AI into their learning processes. In particular, we examined how these technologies are influencing the regulation of students’ learning processes.
Methods: We interviewed 50 undergraduate students across engineering, health professions, and education disciplines about how they are incorporating generative AI into their learning practices. The semi-structured interviews focused on learning practices and the co-regulation of learning.
Evidence: The results of this study suggest a complex and evolving situation. Some students do not engage with generative AI in their studies at all, while others have already developed sophisticated strategies for maximising the benefits of AI as a tool to help them learn.
Contribution: The contribution of this work is to open the black box which is how students are using generative AI in their learning beyond the discussion about cheating. Some students are developing sophisticated ways of working with generative AI while others are at risk of being left behind.
Engagement: A set of prompt questions for discussion will be presented at the end of the showcase session.
Biography
Jason Lodge is Associate Professor of Educational Psychology and Director of the Learning, Instruction, and Technology Lab in the School of Education and is a Deputy Associate Dean (Academic) in the Faculty of Humanities, Arts and Social Sciences at The University of Queensland. Jason has published over 130 refereed articles and is a national award-winning educator. He has been awarded over $5 million (AUD equivalent) in competitive funding. Jason’s research with his lab focuses on the cognitive, metacognitive, and emotional mechanisms of learning, primarily in post-secondary settings and in digital learning environments. Jason currently serves as Lead Editor of Australasian Journal of Educational Technology and Editor of Student Success.
Dr Tegan Bradley
Associate Lecturer
The University of Newcastle
2:15pm - 2:40pm Accessibility in the 21st Century: Shining the light on social connection and hybrid learning
2:15 PM - 2:40 PMFinal abstract
Focus - Presentation of Research Outcomes
Background/context – Universal Design for Learning (UDL) guides approaches for learning that are accessible for all students, and encourages flexibility as a foundation. UDL applied to physical and virtual learning environments ensures equality both in opportunities for learning, and in the experience of being a student through it’s ability to create a sense of belonging and inclusion. Disabled and neurodiverse students contribute to the diversity of cohorts in higher education (HE), comprising a growing proportion of the undergraduate and postgraduate populations with overlapping and unique needs compared to non-disabled students. Perspectives from disabled and neurodiverse students are crucial for evaluating current, and designing future, learning spaces encompassing UDL frameworks.
Description – The research study explores how current physical and virtual learning environments shape the student experience for disabled and neurodiverse students, and presents practical implications for accessibility in HE moving forward.
Method – Qualitative interviews (n=14) were conducted with disabled and neurodiverse students and support staff. Results were coded using inductive thematic analysis.
Evidence – Three key themes were identified 1. Lighting impacts the accessibility and use of physical learning environments, with excessive artificial lighting negatively affecting mental health 2. Seating design of physical learning environments, including equality in accessibility, contributes to the ability to create social connections and belonging. 3. Well-designed and proactive hybrid learning environments lead to improved flexibility in learning opportunities, balancing both social and accessibility needs.
Contribution – The findings highlight practical implications for HE institutions in considering current and future physical and online learning spaces.
Engagement: Start with a brief PollEverywhere style quiz with questions looking at audience knowledge of current issues relating to D&N students and accessibility, and close with audience discussion and strategies that have been implemented in their institutions relating to the research findings.
Background/context – Universal Design for Learning (UDL) guides approaches for learning that are accessible for all students, and encourages flexibility as a foundation. UDL applied to physical and virtual learning environments ensures equality both in opportunities for learning, and in the experience of being a student through it’s ability to create a sense of belonging and inclusion. Disabled and neurodiverse students contribute to the diversity of cohorts in higher education (HE), comprising a growing proportion of the undergraduate and postgraduate populations with overlapping and unique needs compared to non-disabled students. Perspectives from disabled and neurodiverse students are crucial for evaluating current, and designing future, learning spaces encompassing UDL frameworks.
Description – The research study explores how current physical and virtual learning environments shape the student experience for disabled and neurodiverse students, and presents practical implications for accessibility in HE moving forward.
Method – Qualitative interviews (n=14) were conducted with disabled and neurodiverse students and support staff. Results were coded using inductive thematic analysis.
Evidence – Three key themes were identified 1. Lighting impacts the accessibility and use of physical learning environments, with excessive artificial lighting negatively affecting mental health 2. Seating design of physical learning environments, including equality in accessibility, contributes to the ability to create social connections and belonging. 3. Well-designed and proactive hybrid learning environments lead to improved flexibility in learning opportunities, balancing both social and accessibility needs.
Contribution – The findings highlight practical implications for HE institutions in considering current and future physical and online learning spaces.
Engagement: Start with a brief PollEverywhere style quiz with questions looking at audience knowledge of current issues relating to D&N students and accessibility, and close with audience discussion and strategies that have been implemented in their institutions relating to the research findings.
Biography
Dr Tegan Bradley is an Associate Lecturer and early career researcher in the School of Psychological Sciences at the University of Newcastle, and a Fellow of the Higher Education Academy (FHEA). Her research investigates student experiences around learning in tertiary education settings, including assessment and feedback practices and graduate employability. In particular, her research aims to understand the changing and unique experiences of students in higher education, and foster student confidence and empowerment as adult learners, through the incorporation of both quantitative and qualitative research methods.
Dr Hilary Wheaton
RMIT University
2:45pm - 3:10pm Strengthening capabilities through an artificial intelligence in learning and teaching course
2:45 PM - 3:10 PMFinal abstract
Focus: A showcase of developing an educator capability course on artificial intelligence (AI) pedagogy.
Background: RMIT’s position is to develop the capability in our staff and students to engage with AI as part of the current and future requirements of life and work. We required an institutional strategy to support our educators in applying AI capabilities to learning and teaching practices. We developed an educator capability course framed around a typology. We utilised a typology developed by an analysis of literature on group work assessment (Forsell et al., 2020), which provided a categorization of themes that focus on social skills and group processes, to inform our typology for how educators can engage in decision-making for AI pedagogy. Our themes encompassed considerations from narratives on AI governance, such as using AI effectively and ethically (Bala et al., 2023; Department of Education, 2023; Department of Industry Science and Resources, 2024, n.d.; Hillier, 2023; Lodge et al., 2023; Miao & Holmes, 2023; Sabzalieva & Valentini, 2023). The principles of Constructive Alignment (Biggs & Tang, 2011, p. 11) and the TPACK framework (Mishra et al., 2023) informed the course and typology development.
Description: The course is framed around the typology with seven pedagogical themes that guide educators through complexities of decision-making for AI pedagogy. We adopted Wenger’s Community of Practice approach (CoP) (Wenger, 1998) to foster social learning and to connect educators with an AI CoP and facilitate ongoing educator development. Institutional subject-matter experts reviewed the typology and course, with modifications made for the purpose of quality assurance.
Method: We evaluated the course and typology using qualitative feedback during development.
Contribution: A sector scan in Australia from December 2023 identified this as the first higher education educator development course.
Engagement: We will share our approach to assist those planning similar initiatives at their institutions.
Background: RMIT’s position is to develop the capability in our staff and students to engage with AI as part of the current and future requirements of life and work. We required an institutional strategy to support our educators in applying AI capabilities to learning and teaching practices. We developed an educator capability course framed around a typology. We utilised a typology developed by an analysis of literature on group work assessment (Forsell et al., 2020), which provided a categorization of themes that focus on social skills and group processes, to inform our typology for how educators can engage in decision-making for AI pedagogy. Our themes encompassed considerations from narratives on AI governance, such as using AI effectively and ethically (Bala et al., 2023; Department of Education, 2023; Department of Industry Science and Resources, 2024, n.d.; Hillier, 2023; Lodge et al., 2023; Miao & Holmes, 2023; Sabzalieva & Valentini, 2023). The principles of Constructive Alignment (Biggs & Tang, 2011, p. 11) and the TPACK framework (Mishra et al., 2023) informed the course and typology development.
Description: The course is framed around the typology with seven pedagogical themes that guide educators through complexities of decision-making for AI pedagogy. We adopted Wenger’s Community of Practice approach (CoP) (Wenger, 1998) to foster social learning and to connect educators with an AI CoP and facilitate ongoing educator development. Institutional subject-matter experts reviewed the typology and course, with modifications made for the purpose of quality assurance.
Method: We evaluated the course and typology using qualitative feedback during development.
Contribution: A sector scan in Australia from December 2023 identified this as the first higher education educator development course.
Engagement: We will share our approach to assist those planning similar initiatives at their institutions.
Biography
Dr Hilary Wheaton is Principal Advisor, Educational Practice Learning and Teaching, in the RMIT Education Portfolio. Her role focuses on supporting University-wide strategic initiatives as part of the Education Plan, enabling their implementation with a focus on pedagogy, guidance, and system improvements. She is an advisor and proponent for various frameworks required to support the aspirations of RMIT, most recently the academic integrity framework for which she won an Education Portfolio Staff award and developing the institutional L&T position for generative AI in response to ChatGPT’s release. Her academic research has focused on the intersection between technical and pedagogical practices for staff and students while her discipline background includes internet/cultural studies, with publications on the themes of persona, celebrity, and computer games.
Dr Hilary Wheaton
RMIT University
Co-presenter
Biography
Chair
Belinda Domingo
Principal Advisor Learning & Teaching (STEM)
RMIT University
