After lunch, a series of short presentations.
'Beyond the AI image: making design reasoning visible in online architecture studio - a process based framework for teaching, feedback and assessment' with Masoumeh Shiran (and Professor Brenda Vale & Professor Nigel Isaacs) from Open Polytechnic. Presented the rationale as AI not only affects what architects produce, but also how design work is organised, judged and communicated. Students now need to also know how decisions made by AI occur, and evaluate these. Summarised the many ways AI permeates the profession. Ai widens possibilities but can hide reasoning. Issue is not use of AI but whether learning is visible. The studio process needs to be designed to provide visibility for reasoning, critical judgement and authorship. Shared lit review to connect literature to the online studio challenge. Themes identified and these contribute to the eight stage framework. At each of the 8 stages, AI use was evaluated. For the first 4 stages of framing, research, ideation, evaluation and selection, there was less challenge with the use of AI. In levels 5 - 7 and 8, it becomes more difficult to unpack and track AI use. Key is to trace human judgement throughout. Important to move from just detecting AI toward assessing the reasoning process - why, how, what was learned and what changed. Recommended a staged assessment process to evidence and capture visible reasoning.
'From wheel to matrix: developing capacities by levels framework for distinctive learning in the age of AI' with Simon Atkinson. It is not about equating task complexity to human capacity. Not so much what can AI do but what it actually is. Five human capacities -authentic empathy, situated creative judgment, high context tacit knowledge, somatosensory and embodied cognition, moral and existential agency. Last two especially difficult to have AI simulate. Within each, one progresses from encounter, guided practice, integrated practice, supervised placement and autonomous consequence. Framework formed which shifts accountability. The online, flexible distance learning challenge is how to design assessments. Mediated dialogue works, physical acts are non-negotiable, assess the human relationship, not the response,
'Online practice: supporting secondary teachers navigating AI in assessment' with Lucie Lindsay and Katherine O'Brien from Kotuitui Online Teachers NEX. Outlined the challenges from the school sector. In July 2026, reported that over 1000 students caught AI-based cheating in NCEA exams. Schools responding by a variety of means, Ministry of Education has provided some guidance including considering the whole process, defining AI boundaries, ensuring authentic, human-centred tasks and preserving the student voice. Shared discussion points from NZ online teacher. NZQA encourages shift from 'catching the cheaters' to 'rethinking the assessment; phase out high-risk formats; and the assessor role is to find sufficient evidence that learning has occurred. Therefore, supporting an open but cautious approach, stance on maintaining academic integrity, rewarding ākonga actual learning and 'process over product', MOE advices to design highly contextualised activities, draw on situations that require reference to personal experience, unique and local content, multi-part assessments. Especially where AI not able to replicate knowledge of hyper-local settings, personal contexts, highly evaluative contexts, ethical reasoning and use critical frameworks for reasoning. Reference to Ako Aotearoa project on AI assessments.
After afternoon tea, I present the second keynote - 'The role of the educator in supporting the learning of 'wisdom' in the age of AI'. My central argument is that human learning is complex and highly individual as it draws on life experiences attained over a period of time, through effortful and productive learning. Using AI to replace learning is counter-productive and will not support learners, especially novices to a field, to learn the key attributes required for them to become expert practitioners. Thinking through how to encourage learners' to 'do the learning' requires effective learning design, sound AI literacy and teaching practice which provides models on how AI can be used to be 'thinking partners'. AI can be used to support the process but its use must be carefully thought through. Educators need to understand how AI works, so that pedagogical support using AI is effective. Therefore, wise educators are important. They model and nurture the development of wisdom for their learners. Derek Wenmoth provides a summary and perspective.
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