Becoming A scholarship in teaching and learning scholar - book overview

The Centre for Engaged Learning at Elon University, North Carolina has published an open access book - Becoming a SoTL scholar.

The book is edited by Janice Miller-Young and Nancy L. Chick.

After the introductory chapter (Chapter 1) - developing sustained SoTL journeys and identities by the editors, the book has 17 more chapters, organised into 4 sections. 

Section 1 has chapters on 'beginning a SoTL-centric career. There are 5 chapters in this section. Each worth reading. with one chapter (chapter 6) set in an Australian context.

Section 2 covers 'shifting focus towards a SoTL agenda'. This section has 5 chapters including a chapter (Chapter 9) by H.L. Marsh and E. De Courcy on - from industry to SoTL: Making the case for taking the leap.

Section 3 - sustaining SoTL engagement has 4 chapters detailing the challenges and supports required to engage in SoTL through the academic career.

Section 4 - becoming a SoTL scholar has 2 chapters. The book closes with the last chapter as an editors' epilogue.

The book is worth dipping in and out of. Although much of the work is in the North American contexts and with Westernised perspectives, there is much across the many chapters in the book to inform the development and nurturing of SoTL practices. Of note is how many academics 'fall into' SoTL, gain interest and passion from the processes of SoTL'. There is also need to have formalised and planned support for SoTL has in doing, SoTL leads to enriched academic careers, enhanced outcomes for learners, and contributes much to our understanding of learning and development.

AI index report

Came across this series of reports produced by Stanford University.

It is an AI index, tracking the reach and implications of AI. The reports go back to 2017. 

In the 2014 report, ten 'takeaways' are distilled as to the status of AI adoption, utilisation and recommendations.

The takeaways temper the hype revolving around AI currently, reminding us that AI still has a way to go but has started to make accelerate scientific work.

The takeaways are:

- AI is able to do and beat humans at some tasks. Tasks include image classification, visual reasoning and English understanding. However AI still lacking in 'common sense' and not able to undertake complex tasks exampled by competition-level mathematics.

- Industry continues to dominate AI research, instead of academia.

- Training costs for AI models are expensive. ChatGPT-4 costs $78million and Gemini Ultra $191 million.

- The US leads as the leading source of AI. China, EU and UK also active.

- Robust and standardised evaluations of LLM responsibility lacking.

- investment in Gen AI skyrockets.

- AI helps make workers more productive and can lead to higher quality work. 

- scientific progress accelerates, facilitated by AI.

- AI regulations in the US of A increases sharply.

- Greater awareness internationally of AI's potential impact, and more people report becoming more concern rather than excitement.

Will keep an eye on these reports as they help provide a holistic picture of AI's rise, adoption, and challenges. 

Driving Workforce Success: Solutions for Apprenticeships -

Notes from Webinar - on how training advisors can transform outcomes for apprentices (in the construction and infrastructure industries) using the six conditions of systems change. 

Summarised the comprehensive information and findings from the report- investigating training advisors in work-based learning in the construction and infrastructure sector.

The ConCOVE funded project conducted by Allen +Clarke covered the following: 

- Mastering the six conditions of systems change

- Uncovering the challenges hindering apprenticeships

- Applying the six conditions methodology to ensure effective, lasting changes.

- Targeting changes to enhance apprenticeship outcomes.

Katherine Hall, the Executive Director of ConCoVE, Tūhura hosted the session.

A panel - Stuart Beresford, Georgia Jackson and Sean Stack presented the study. 

To begin objective of the study was introduced - to explore the support provided by training advisors to apprentices in the construction and infrastructure. Training advisors are employed by training providers and the study also explored what sort of training was provided to advisors for their roles.

The six systems conditions (policies, practices, resource flows, relationships and connections, power dynamics and mental models) used to understand the structural (the first 3), relational (the next two) and transformational change (the last one) required to bring about system change.

Began by understanding how training advisors could be trained - literature review included review of 72 papers and understanding the 2022 training provider data. Primary data collection from 235 survey responses, 5 focus groups (plust 2 interviews) and 10 key informant interviews.

In general, the system was working well but 7 key challenges were identified. Training advisor roles, responsibilities and scope was varied. Numbers of apprentices supported ranged from 30-40 to more than a hundred. Some also covered large geographical areas and diversity of apprentice needs was also varied.

The tripartite relationships between apprenticeship, training provider and training advisor and the employer is a common structure. A consolidated approach across these relationships is important. 

The conditions for system change were matched to 10 recommendations. Discussion followed on two of these recommendations:

- use the title 'learning navigator' for the training advisor role.

- enable transfer of apprentices across different trades and training providers.

All recommendations summarised in a table on page 6 of the report.

Q & A followed.

World Federation of Polytechnics - Statement on AI

 The World Federation of Polytechnics has released their statement on AI. 

The report or statement is titled - Harnessing AI in Professional Technical Education and Training.

The statement begins with a short introduction, followed by a section on opportunities and case studies for AI in the sector. The main approaches used thus far include the generating of resources for teachers and learners; powering personalised and adaptive learning with AI; providing insights into decision making, supporting learning inclusion through the use of assistive technology; supporting teachers' professional development; and assessment of learner performance.

Following is a section on the risks inherent in using AI. Discussed are issues around the digital divide/digital equity; the unreliableness of AI; cyber-security risks; the uncertainties around the legalities of AI; little evidence at the moment at AI leads to better learning outcomes; in turn, the danger of reliance on AI and percieved negative impacts on learning and social interaction; and the challenges of academic integrity and plagiarism.

A practical ethical framework is then proposed for AI in education.

The report closes with two sections on work - AI and the labour markent and workforce implications on professional development, along with a conclusion.

 The report is relatively short, and the recommendations proposed are pragmatic and of relevance to the VET and PTET sector. The 10 recommendations include - using AI to help solve challenging problems to obtain improvements; being intentional as to how AI is used; reflect industry use and labour market demands; provision retraining opportunities for workers impacted by AI; ensure AI introduction is evidenced through piloting; digital infrastructure needs to be assured; AI literacy is a priority; integrity of assessments must be protected; but use of AI to assess learning must be used cautiously; and implementing Ai solutions must be transparent, with attention to cybersecurity, robust governance and with policies in place for staff and students using AI to share concerns, with a process for reviewing these.

All in, a pragmatic look at the opportunities/possibilities and challenges presented by AI.

The Technological-Industrial Complex and Education - book overview

 This book, published in 2024 by Springer and written by S.M.S. Curtis, V. Desimoni, M. Crumley-Effinger, F.D. Salahan and t.d. Jules is titled 'The technological-Industrial complex and education: Navigating algorithms, datafication, and artificial intelligence in comparative and international education. 

The authors are academics from Universities in the US of A. 

There are seven chapters.

The first chapter - AI in comparative and international education (CIE) in the age of the anthropocene, sets out the rationale for the book and lays out the argument for a human-centred approach to AI. 

Chapter 2 'the rise of the technological-industrial complex and education 4.0' summarises the connections between Education 1.0 to 4.0 and Web 1.0 to 4.0. The chapter argues that education is connected to the developments and expansion of the Web. Education tends to lag behind the Web developments. In the context of CIE which began as colonisation projects, the process of decolonisation is important to help assure justice and equity for the benefit of all.

The third chapter 'the emergence and progression of AI in CIE) summarises the evolution of AI and cautions the utilisation of AI with the need for ethics.

Chapter 4 then continues on with 'beyond the anthropocene: ethics, equity and the responsible use of AI in CIE.

Following, 'using AI for educational research: methodological implications. Various ways AI may be useful including AI-powered conversational robots, machine learning, natural language processing and predictive analytics tools, provide opportunities for education research. Ethics is a key to how these are deployed.

Chapter 6 'regulatory responses and emerging global scripts in the governance of AI in education (GAIE). Various efforts at regulation are presented and discussed. Countries include the EU, Turkey, China, UNESCO and the US of A. 

The last chapter 'capturing the potential of pluriversal AI ecosystems' summarises the preceding chapters. Discussion is undertaken as to how decolonising AI in in the Industry 4.0 era has implications for CIE.

Overall, the book provides a good summary into the current understanding of AI and education within the CIE context. Discussions on future implications are useful, providing cautions but also possibilities when AI is deployed meaningfully, purposefully, and ethically. 

Promoting authentic learning experiences: redesigning assessments to minimise student misconduct

Webinar organised by TurnitIn and hosted by ASCILITE. 

Summary of the webinar's objectives as:

 1. Authentic assessment design: Dive into the principles of authentic assessment design, which emphasises real-world relevance, meaningful tasks and opportunities for creativity and critical thinking. Explore methodologies such as project-based assessments, case studies and simulations that provide students with authentic learning experiences while reducing the incentive to cheat. 

2. Formative feedback and self-assessment: Discuss the importance of formative feedback and self-assessment in promoting academic integrity. Learn the role of continuous assessment methods, peer review and reflective exercises in fostering student engagement, metacognitive skills and ownership of learning outcomes. 

3. Assessment security measures: Explore security measures and deterrents to minimise temptations for cheating in assessments. Discuss strategies such as randomised question banks, timed assessments and proctoring technologies that mitigate opportunities for academic misconduct while preserving the integrity of the assessment process.

Notes taken:

Kwong Nui Sim representing ASCILITE welcomes participants and runs through zoom functions. Includes a Welcome to country and an overview of ACSCILTE and the annual conference this year in Melbourne in December.

Chukwudi Ogoh from Turnitin chairs the panel. Diagnostic poll starts to provide information from participants to the panel. Academic integrity still an important focus for participants. Many use portfolios or similar to reduce academic integrity.

Speaker introduced. Joon Nak Choi from Hong Kong University of Science and Technology begins with the view that there is too much focus on academic integrity with slow integration of AI into teaching and learning although students are racing ahead with using AI. Formerly, UK promoted values based education, Germans then introduce skills based education but presently knowledge based education is the main focus. However, Ai is challenging knowledge based education therefore it is important to return to value and skills based education. Therefore critical thinking, adaptability and judgement should be the fundamental objectives of learning through active learning to raise metacognitive awareness. Formative assessments are important. Essays can remain relevant and useful as they help assess critical thinking, logic and argument and application. Metacognition, adaptability, initiative and self direction can also outputs from essays. In the post-AI classroom, essays still possible by putting them through turnitin, or writing essays in class, and integration of AI into essay writing reflects workplace use.  AI assistants can be used to grade in class essays to provide timely feedback, allowing the essays to be used as a formative tool. Professor or teaching assistants can then use their time to personalise the feedback. Teach students how to use AI to brainstorm, first draft from AI with student going through to correct/triangulate, presentation on the topic required, and the final draft incorporates human feedback backed by reflection memos.

Dr. Dianne Stratton-Maher from University of Southern Queensland on embracing AI to reimagine assessment in nursing education. Teaches first year Bachelor of Nursing course on literacies and communication. Overall perspective is that AI is not a replacement for personal knowledge, but rather they are tools that can strengthen and enhance the learning journey. Undertook a qualitative descriptive design to integrate AI into the course. Case study used and students were introduced to ChatGPT to support the completion of the case study assignment. AI generated video to introduce AI and provide some AI literacy on how to use AI to support learning. A reflection was also required as to how using AI went and this was handed in as an appendix to their case study. The reflection included prompts used, responses received, evidence of evaluation of the responses etc. Shared examples of student work. 409 students submitted, 18 reported for AI but 10 were unsubstantial. Collected f2f and focus group data, using thematic analysis supported by CoPilot (with UniAQ data protection). Themes included confusion and adaption; functionality and skill development; effectiveness and reliability; academic integrity and ethical use, perceived benefits and future use; and feedback and support. Recommendations included the need to clarify guidelines and expectations; promote responsible use; providing training and support; encouraging critical evaluation; highlighting the benefits; integrate practical examples; monitor and adapt and education for staff.

Associate Professor Benito Cao from the University of Adelaide on 'don't ne sorry, just declare it'. No assessment re-design but focused on working with students on how ChatGPT is not reliable but can be useful in some aspects of academic work, Therefore, is ChatGPT used, its use is declared in an appendix. ChatGPT is not a search engine but a language model. Asked ChatCPT to generate a profile of himself and shared with students. Almost all the items were wrong! but the profile was written in a convincing manner. Summarised his university's guidelines including Deputy Vice Chancellor Academic to all students to encourage them to embrace and integrate AI but to use it with integrity. Assessment guidelines define how AI can be used - for example AI assisted ideas or AI assisted editing. Discussed the benefits, limitations and risks and risk management for Gen AI as provided but the South Australian Government. Industry guidelines also introduced, for example guidelines from Taylor and Francis allowing idea generation and exploration; language improvement; interactive online search; literature classification and coding assistance. AI must not be listed as author and its use formally acknowledged. Stressed to students the need to keep their voice and appendix recording use of prompts etc. required. 

Jane Mair provided an overview to Turnitin's approach to minimise cheating. A challenge presented by paper-based handwritten assessments. Short answers, multiple choice, sketches or labelling diagram, mathematics problems. Paper assessments persist as they align with authentic design, formative feedback can be provided that engages students and supports assessment integrity by limiting access to AI writing and other digital tools. Challenges for instructors, marking can be time-consuming, coordination and consistency for grading can be difficult, feedback inefficient, heavy reliance on multiple choice which may not assess relevant learning outcome and challenges in applying assessments for best practice. For students receive delayed feedback, some have difficulty understanding the feedback and there are increased errors and there may be need for clarification. 

Turnitin feedback now has the 'paper to digital' overview. Grading is faster using online grading, feedback is more timely, secure workflow and digital storage, and integration directly into LMS and Turnitin feedback studio. Supports long-form writing, multiple choice, short answer, math formulas etc. Demonstrated how it worked. Horizontal questions possible allowing each question to be marked across the cohort, rather than one student at a time. Similar answers can be graded at once! Feedback studio allows for an efficient workflow.

A higher education focus in all the presentations. Some good ideas if essays are still being used. Webinar is recorded and presentations will be available. 

E oho! The principles of the Treaty flow from its words - notes from webinar

 Notes taken from a webinar hosted by National Library -

Dr Carwyn Jones examines the concept of ‘the principles of the Treaty of Waitangi’ – what they are, and how they operate within our legal and constitutional system in Aotearoa New Zealand. He presents "the principles of the Treaty Flow from its words'.

The presentation began with housekeeping/safety briefing in English, followed by in Māori.

Karakia and Māori welcome opened the presentation followed by an introduction to the work of Dr. Jones.

Began with a discussion on the title. The principles of the treaty, may not be the same as the words that are written in the treaty. Many things contributed to how the treaty came about and its contents.

Covered the concept 'principles of the treaty' - which has a relatively settled and certain application in law and policy (i.e. the Waitangi Tribunal). Te Tiriti has supported government to engage with some elements of Te Tiriti. However, this tends to reflect a fundamentally watered-down version of the rights guaranteed in Te Tiriti. 

Summarised how the contents of Te Tiriti are different from 'the principles of the treaty'. These are that Te Tiriti created by statute, interpretation and application determined by the Waitangi Tribunal and the courts in accordance with precedent. Waitangi Tribunal required to consider both the Te Tiriti and the English draft. Courts and Tribunal consider texts in light of the surrounding circumstances and this now appears in a wide range of statutes. 

We must remember that Te Tiriti is a negotiated agreement. Tino Rangatiratanga does not mean the the Crown has full authority, but is granted a shared role. This understanding is a key towards the concept of partnership rather than sovereignty. Ongoing Māori authority was not excluded. The Crown's view on this, constraints how Te Tiriti could inform ways forward. 

There are actually no 'principles' in Te Tiriti, however, interpretation of Te Tiriti, requires identification of 'principles' to allow it to work in the context in which it was drawn up. 'Principles' and the te reo text are not the same items. 

'Principles' were defined to enable courts to consider the historical context of the signing, the objectives of the Crown and the Māori signatories, the actual texts of the Māori and English versions, as well as the constitutional significance and the spirit of Te Tiriti. Principles introduced into legislation for a number of reasons as a way to reconcile the differences between the English and Māori texts of Te Tiriti.

The Māori version was taken around Aotearoa, discussed, debated and signed by over 500 Rangatira, hence likely providing it with its authority. 

Discussed some of the principles and their application - partnership, active protection, redress, mutual benefit, options and equity. Although these may be seen to only be used in legislation, these in turn affect the lives of all in Aotearoa. Provided various examples of how Te Tiriti informs and is sometimes misinterpreted when applied to real world circumstances. Application of theoretical 'principles' without really considering the larger context and impact on the people who are affected, is not a way to honour Te Tiriti. Example included the recent Haora (health) report and various pieces of legislation on recognising Te Reo Māori. 

Introduced the need to move beyond Treaty principles. Instead, focus on Tino Rangatiratanga (Māori sovereignty) and Kāwanatanga (government). What are these, what do they look like, what is the relations between them and how can we make these work now. This should be the focus, rather than the continual discussion of what is in each version and what they may mean. In particular, there should not be a hierarchy between the two, but a true partnership. How will this work?  

Q & A followed. 

A karakia closed the session. 

Critical Thinking and Ethics in the Age of Gen AI

 A report from the USC Centre for Generative AI and Society on Critical thinking and ethics in the Age of Generative AI in education

Brings together perspectives on Gen AI and its impact on critical thinking and ethics.

After an introductory chapter by Pedro Noguera, there are seven chapters organised into three sections.

Section 1 - supporting college students' critical thinking in the age of AI

3 chapter discussing the promises and perils of using AI in college classrooms and a chapter on undergraduate perspectives on AI

Section 2 - AI in K12 classroms - ethical considerations and lessons learnt has 2 chapters.

Section 3 - building the next generation of generative AI tools - with two chapters.

William Swartout on 'Generative AI and education: deny and detect or embrace and enhance and Benjamin Nye on 'authoring by editing and revising: considering Gen AI tools.

Short, practitioner focused chapters provide good overviews and discussion of the fundamental challenges brought in by the rapid rise of Gen AI. Pragmatic perspectives on adoption, introduction and utilisation are discussed. A resource to start conversations and utilise in workshops. Has American slant but many applications are generalisable.