Strategies for trusting online assessment in the age of artificial intelligence (AI)

The document discusses findings from focus groups with students at the University of Plymouth regarding their use of technology for learning. It was found that students highly value Google and lecture notes for finding information, but struggle with accessing online journals. Students use social media like Facebook and chat programs to contact peers for help with assignments. They take photos and recordings in lectures to document and review material. Overall, students expect the use of technology at university to enhance their learning, skills, and career prospects.

This document outlines a culminating project by Ana Lovely that includes four main sections: 1) An evaluation of available technology resources at the school/district, including tools for daily, weekly, and project use. 2) An evaluation of three available tools (PowerPoint, Quizlet, Email) and their affordances and limitations. 3) A lesson plan adapted to three levels of the TIM model where students research and present on a Spanish-speaking country. 4) A reflection on experiences using the TIM model for instructional planning.

The document discusses various ways technology can be used in the classroom to enhance education. It describes how computers, the internet, and software programs can be utilized for research, communication, games, and interactive lessons. Specific tools and websites are recommended for creating class websites and blogs, conducting online research, playing educational games, and using programs like PowerPoint and Kidspiration.

The document discusses various ways technology can be used in the classroom to enhance education. It describes how computers, the internet, and software programs can be powerful educational tools when utilized properly. Some key uses include using the internet for research, creating class websites and blogs, implementing learning games and tutorials, and using programs like PowerPoint and Kidspiration for visual learning and project creation. It also discusses using technologies like digital cameras, video cameras, and podcasts to engage students.

Technology can enhance education in several ways. It provides students access to vast online resources and more up-to-date information through search engines. Teachers can create class websites and blogs to communicate with parents. Students can use word processing, PowerPoint, and online games to practice skills in a engaging way. As technology advances, it allows for more immersive learning through simulations, virtual reality, and digital tools that motivate students and help them better understand concepts. Grant opportunities are available to help fund integrating technology into classrooms.

The document discusses various approaches to instructional design and utilizing technology in teaching. It suggests achieving a mix of deficiency, competence, socialization, and counseling models of instruction. It also emphasizes developing a student-centered approach using tools like PowerPoint, email, online discussions, and libraries to enhance learning opportunities while allowing for individual skills and constraints. The goal is to encourage active learning, feedback, and developing understanding through problem-solving and critical thinking.

Scenario - You have recently joined the staff of a school that is about to undergo major renovations. The principal of the school not only wants to redevelop the school physically, but also wants to ensure that the new learning spaces are able to provide pedagogically sound environments for both students and staff. You have been given the task to research the five key learning spaces and to create a presentation for your colleagues about these spaces prior to the start of the renovations. Quote before the presentation begins: “Hello everyone, Today I will be discussing how to effectively re-develop our schools learning spaces addressing both the physical and pedagogical aspects. I am from the drama department and I will be speaking about how to effectively design our new drama classrooms to engage and teach our high schools drama students. I will also be talking about 5 different learning spaces that we need to consider as a school to benefit our students”.

Presented at the Anthology – Innovate & Educate Australia – 2023. In this presentation I’ll lay foundation of the role academic integrity plays in relation to Generative AI and what this means for authentic assessment. It will then provide examples of some contemporary approaches to the use of Generative AI in Assessment, from across the sector and, in this particular case, we will consider what this might look in the Ultra platform. I’ll provide a sector perspective as to what 34 of our Australian Uni’s are doing in relation to this. Based on the findings of a very recent sector-wide survey of Directors of TEL, conducted under the auspices of ACODE.

This document outlines a lesson plan for a college-level communication theories class that utilizes a webquest and PowerPoint presentations. Students will be divided into groups, with each group assigned a different communication theory to research and present. They will use provided online resources to complete a PowerPoint summarizing the key aspects of their assigned theory. Each group will then present their PowerPoint to the class. The lesson is designed to actively engage students in constructing their own understanding of communication theories through collaborative research and presentation of content.

The document discusses blending online learning with technological tools and learning styles. It provides an overview of various online tools that can be used for educational purposes like blogs, wikis, YouTube, Flickr, podcasting and gaming. It also covers learning theories and best practices for online course design, including matching technologies to learners and assessing student learning. The key aspects are using a variety of tools to engage different learning styles, designing courses with clear goals and feedback, and evaluating learning outcomes and instructional design.

This document provides an overview of a professional development day focused on 21st century education. It discusses using inquiry-based approaches and differentiating instruction to meet diverse student needs. Presenters will cover integrating technology and applying educational theory to practice. Teachers will participate in activities exploring the five senses in education and Bloom's taxonomy. Breakout sessions will address how to design inquiry-based units, assess student learning, and incorporate technology into various subject areas. The goal is to help teachers develop skills for student-centered, technology-rich instruction catering to different learning styles.

This document discusses using online tools to enhance face-to-face teaching. It begins by outlining some of the priorities and challenges of the transition to university, including supporting students and effective pedagogy using technology. It then discusses using screencasts and interactive techniques like polling to make lectures more engaging. Student feedback on these flipped classroom approaches is positive, noting they provide an interactive learning experience. The document advocates using these online tools to enhance small group sessions and provide prompt feedback to support learning.

Live Streaming Students’ Engagement: Utilizing Technology and Formative Assessment to Support Gifted and Talented Student Learning

The document discusses Mark Boatman's goals and plans for using technology in his future classroom. It outlines how he intends to utilize various technologies like word processing, telecommunications, spreadsheets, and presentation software. Some specific examples mentioned include having students create newsletters and budgets using Word, setting up a class website for communication, and using PowerPoint for delivering lessons and student group projects.

This document provides information about several online tools for education: - Today's Meet allows for backchanneling during presentations through online discussions. - MindMeister is a free mind mapping tool that allows collaborative brainstorming and organizing ideas. - Prezi is an alternative presentation tool where elements zoom and pan across a canvas rather than using slides. - Poll Everywhere facilitates instant polling from texts or a website to gather audience feedback in real time. - SumoPaint is a free and basic image editing program that teaches computer skills through creating graphics.

The document provides guidance for facilitators of CSL In Session classes. It emphasizes that these classes are interactive and aim to have participants learn from each other in addition to the presented content. Facilitators are advised to present digestible content and facilitate engaging discussions among participants. They should also ensure participants leave with immediately applicable takeaways. The document offers tips for preparing, such as framing the session around problem-centered adult learning and developing thought-provoking discussion questions. It also provides guidance on structuring the class flow and leveraging online tools to maximize participation and interaction.

Updated to include audience responses and participation! Slides from Keynote Presentation by Janine Bowes. In this presentation Janine will explore the skills and attributes that an online teacher needs in the 21st century to stay on top of the game. In considering the past two decades of online learning, it is useful to note some underlying principles that are timeless but also to be open to new possibilities.

Sankey, M. 2023. Creating a new culture around authenticity and generative AI. Research Bazaar Northern Territory. Charles Darwin University. Darwin. 25-26 October.

The document summarizes key points from a discussion on reimagining authentic curriculum and assessment in the age of generative AI. It includes: 1. Three major challenges are contract cheating, impersonation, and generative AI which can produce written work. 2. There are opportunities to use AI to enhance student learning and productivity if designed appropriately. Students could become creators by using AI to aid understanding or produce new learning resources. 3. Authentic assessment needs to move beyond essays and emphasize real-world skills through activities like presentations that cannot be produced by AI as well as balancing written work with other assessments.

Sankey, M. 2023. Embracing student innovation in the age of Generative AI (Keynote Presentations). The 2023 WATTLE forum: InspirEd Horizons: Embracing Educational Innovation and Generative AI. University of Wollongong. 25 September.

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

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.

Technology & Social Inclusion: Enhancing the First Year Experience • Overview of current technology trends in higher education and their impact on student social inclusion • Examples of successful technology-based initiatives aimed at improving the first-year experience for students • Potential challenges and ethical considerations related to the use of technology for social inclusion • Strategies for integrating technology into existing programs and resources to promote social inclusion • Future directions for technology-based initiatives in promoting social inclusion in first year experience. Presented at: ENHANCING STUDENT RETENTION & SUCCESS THROUGH FIRST YEAR EXPERIENCE, ORIENTATION AND SOCIAL INCLUSION: 2023. SkillingSA Prof Michael Sankey, Director: Charles Darwin University

A presentation to the Academic staff of SISTC (Sydney International School of Technology and Commerce) on different techniques to adopt to work with Generative AI, such as ChatGPT and to consider different forms of assessment.

Slides from my ACODE Presidential Address at the THETA Conference in Brisbane. Sankey, M. 2023. ACODE Presidential Address. HETA 2023 Making Waves. Brisbane Convention Centre. Brisbane. 16-19 April.

Sankey, M. 2023. Embracing AI for student and staff productivity. THETA 2023 Making Waves. Brisbane Convention Centre. Brisbane. 16-19 April. Abstract: ChatGPT, and more broadly AI Transformers, has put the cat among the pigeons over recent months. Institutions are looking at different ways to provide the best possible advice to our staff and students. There is now consistent agreement, there can potentially be very positive outcomes for both students and staff, but we first need to understand this as a community. The theme of the ACODE 88 Meeting 2 March 2023 was ‘Embracing AI for student and staff productivity’. As this workshop we had some 200 participants; Director of TEL, Managers and Educational Designers, all bringing perspectives from their own institutions, to benchmark and understand were we stand on this complex, but exciting issue. As an output from this workshop, ACODE have developed a White paper, to help provide the sector with a way forward, one developed together.

A presentation to the The International Micro-Credentials Summit. MicroHE Consortium. Barcelona, Spain. 20-24 March The presentation considers: - The rise of the skills economy in Australia and the Universities Accord - The role Microcredentials will play in this - The Governments Microcredentials Framework - Development of the national MicroCredSeeker portal - Grants and funding availabl from the government to build new industry-linked credentials - and some future directions. please cite: Sankey, M. (2023). Slowly moving from strength to strength: Micro-Credentials Downunder. The International Micro-Credentials Summit. MicroHE Consortium. Barcelona, Spain. 20-24 March

Please cite: Sankey, M. (2023) Rethinking (higher) education ideas to stimulate challenging conversations. Education for the digital world: Transformation accelerator - learning session 3. University of Adelaide. 17 March. A presentation to the University of Adelaide Leadership team. The University has embarked on a Transformation Accelerator journey to design a future-fit Education for a Digital World strategy. The accelerator process involves five intensive co-design sessions that bring together more than 30 design participants from across the University, including Academic and Professional staff and Students. Participants have been challenged to be bold to formulate a distinctive and future-fit learning experience for future University of Adelaide learners, staff and stakeholders.   Three design sessions have now taken place, which have focussed on the future of education and the perspective of future learners. Inputs have included the CSIRO megatrends that might alter the landscape of higher education, drawing on a variety of experts and hearing from current and future students and prospective industry employers. Future learner profiles also provided an understanding of how our future learners will consume education. A series of guest speaker sessions have been arranged for participants and wider University colleagues, covering a diverse range of relevant topics. 

This presentation focuses on 6 trends in Australia: - The rise of the skills economy - The real possibilities of Microcredentials - The challenge of AI – Learning tools, Analytics & Cheating - The true hybridization of learning opportunities - Getting real about First Nations Knowledges and diversity - The work readiness of our graduates Providing examples and considerations.

This presentation was delivered to the James Cook University Scholarship of Teaching and Learning Community of Practice (COP) on the 13 October 2022. It talks though what SoTL is, the benefit to Academic staff from different disciplines and the definite this can have to the University. It provides examples and anecdotes of practice and how this could be applied in and across academic discipline practices. A video of slightly a different version of this presentation can be accessed from https://youtu.be/qy6E57CyAOM Slide 12 citation: Pienaar, J., & Clifton, D. (2018). Scholarly activity and the scholarship of learning and teaching. Central Queensland University (this may not be the exact title, description supplied by author).