AVETRA 2026 - DAY ONE -morning

 This year's Australasian Vocational Education and Training Research Association is held in Brisbane.

Workshops begin the yesterday, and I co-facilitate the session on 'dos and don'ts for publishing in the International Journal of Training Research which I co-editor with Associate Professor Teressa Schmidt.

Thursday begins with a welcome from Kira Clarke, AVETRA president and a welcome to country. Always an interesting session on the history of the country with the stories/songlines. 

The first keynote is with Dr. Don Zoellner. He provides an overview and perspective to start of the conference with 'Reframing VET's past: what happened when governments declared their policies and then instigated them? Check recent article in JVET.

Focus on the continuum how government policy (from 1980s) have been acted on and the consequences of these. The National Reform Agenda set out in the early 1990s has been resistant to fundamental change. Argued that VET and HEZ were never designed to be joined up, as they have unique and different social, political, economic contributions to national development. Using Fouchault's interest in how problems can be novel responses within specific fields of action. 

In the 1980s, the global economic environment challenged Australian economic and social foundations. By 1989, the NTRA set up the 'skills focus'. Presently Jobs and Skills Australia forecast that 9 out of 10 jobs require post-secondary qualifications. Therefore, still a similar approach. wen through the essential items across the decades - equity (access); quality (standards, assurance, accreditation of providers etc.); industry needs (alignment to needs, competency-based); training as an investment; opportunities and outcomes for individuals (flexible delivery, portability, choice etc.); National training system (registration, accreditation etc.); outcomes standards; VET markets as intended; research implications (focus on governmental national strategies/goals). Ended with a summarise of where to next. There is inertia in better understanding what is to be undertaken; OECD reports often not drawn on to inform how Australian VET could move forward; the original intend of VET retained; use data to find out what has worked (rather than what has not); to change something, is not to fix something but to extend the things that work! 

The keynote is followed by a ministerial address from Andrew Giles, Minister of Skills and Training. Supportive of the work of VET to be an 'equaliser' for many Australians. Ran through the various initiatives set out by the present government to increase access and opportunities. 

Plus an update with Craig Robertson, CEO for the Victorian Skills Authority. Drawing on the opening keynote, there needs to be a bridge between research and implementation to improve VET. VSA has had a MOE with AVETRA to fund researchers to undertake research on key aspects of VET. Used RPL as an example. RPL should be used to recognise skills that can be transferable, not just the ones that are specialist. Encouraged researchers to keep at it :) Work undertaken many years ago, still drawn on to inform new policy formation. Finished with comments on the challenges of the future, the need to prepare the future workforce for rapid change and ongoing geopolitical turbulence. The VET system has remained the same, bur does it need to change? Australia still retains competency-based qualifications in its purest form, yet every other country has moved on, beyond CBT. Encouraged the shift to learner-led and learning-focused learning rather than the need to assess and certify work tasks.  

After morning tea, presentations begin across 4 streams. I stick to a stream with a technology/AI focus.

- AI integration in VET: a scoping review - with Caroline Constant and Natasha Arthars. AI now being shaped globally with rapid developments. Research specific in VET remains fledging and fragmented, as most still from HE and formalised school sector. To find out 'how are AI used  VET'. PRISMA framework literature review from 2019 to April 2025, including peer-review journal articles, conference papers, and book chapter. From 436 studies, 46 papers included and with 18 emperical studies. 

Reported on initial findings - 18% conceptual, 39% empirical, 11% review and 11% other. Balance between qualitative and quantitative and 22% mixed methods. No longitudinal studies. 72% on vocational qualifications. ChatGPT used the most along with no specified tool! Pedagogical applications of AI in VET focused on performance/assessment, training delivery and learning supports, and engagement and satisfaction. 

Shift in teaching and learning - teaching becomes generating materials, configuring AI-mediated activities, overseeing supported environments, reducing workload. Learning becomes interacting with AI systems, personalise pathways and feedback. Knowledge changed to AI being a disruptor and contributor. 

Next steps - evidence -based AI pedagogical application in VET remains limted and uneven. Shift of focus from traditional forms of performance and assessment to learning embedding higher order skills, Ai literacy and fluency of VET and educators remains a 'black-box' There is a need for empirical studies in Australian VET. 

- The digital mirage: unmasking poser, compliance and neoliberal governance in online VET professional development  - Christopher Ward & Dr. Piper Rodd (Deakin University). Based on PhD on the value VET practitioners bring into professional development. Began with a context, shared emergent data and the 'AI gap' management 'efficiency' vs practitioner 'exclusion'. Analytical framework revolved around discourse around power and identity using Foucault framework on power, subjectification and the digital panopticon. Comparison between the mirage (rhetoric) and the reality (lived discourse) whereby online PD functions as a 'technology of neoliberal governance'. Detailed methodology with 12 participants (7 practitioners, 5 managers). Findings in the 'generic mirage' (professional diminishment, cycles of trends rather deep pedagogical development, compliance). Interpreted through Foucauldian lens and shared possibilities for moving forward. 

- Harnessing the power of problems for innovative VET course design - Steven Hodge, Natasha Arthars and Mike Keppell. Proposed the project as being a tryout for a post-competency Australian VET. The project drew on problem-based learning to develop a programme/micro-credential for a new/emerging technologies. The context of is in advanced manufacturing industry and the project through the TAFE NSW manufacturing centre of excellence. Involves higher apprenticeship, and also community driven strategies and targets key equity groups. 4 year project with TAFE, University and industry partnership. Project includes development of microskills, microcredentials, and higher apprenticeships (details at the centre site).

The research study undertook a literature synthesis, horizon scanning and semi-structured interviews with industry associations, SMEs, and TAFE head teachers. To find a generative advanced manufacturing problem for applied research (level5) for SMEs. Interative hermeneutic circle/spiral approach followed by thematic analysis of the data. Findings included shared contextual conditions that shaped the problem; three overarching problem areas - digital manufacturing, reverse engineering and mass customisation, resulting the problem frame of digital manufacturing as a shared problem domain for students to work through. 

Shared David Jonassen's (2011) analysis of problems for problem based learning includes 5 'external' characteristics - structuredness, context, complexity, dynamicity, and domain specificity. This framework is proposed as a way to frame the problem based learning approach. Working through these, provide one way to focus on the range of 'generic' skills attained through completing the problem based inquiry. Argued that applied research as pedagogy is viable. Students complete literature review, interviews, observations, descriptive statistics, and analysis. 

Next steps include upskilling TAFE teachers and then the students to carry through the project. Implications are that it is radical departure for VET curriculum and pedagogy (in Australia) PLB rather than competency; future focused rather that rooted in present and past; equips for uncertainty, change and emergent types of work; can intergrate with skill-based microcredentials to serve as capstone course, integrating and extending existing learning; recasts the VET educator ad facilitator of industry-based applied research. 

Networking for lunch follows. 

Thought provoking keynote, followed by contributions from the following speakers provide food for thought. A diverse range of presentations with a range of perspectives. 

OECD Digital Education Outlook 2026 - exploring effective usses of generative AI in education

 This report from the OECD is worth a look through. A summary reviews the key findings. These include:

-  indication from several studies that Gen AI increases quality of student work but the advantage is obviated when the tool is removed - indicating cognitive debt.

- planned and structured use of Gen AI to improve learning, critical thinking, creativity and collaboration works.

- Gen AI can add to teaching while still supporting teachers' agency

- Gen AI can boost scientific research and streamline institutional operations.

The report has 13 chapters organised into 3 main parts.

There are two introductory chapters before Part 1 (4 chapters) on the topic 'enhancing student learning with Gen AI.

Part 2 has 4 chapters on 'augmenting teachers' performance using Gen AI.

The last part focuses on 'improving system and institutional management' with 3 chapters.

Of note are the following:

- Page 15 - figure 1.1 increase of ChatGPT users as a share of internet users, 2024 to 2025. NZ is 7ths with usage between 30 - 40 %. Stats need to be carefully used - China has very little use of ChatGPT but use their own Gen AIs - DeepSeek, Manus etc.

- Page 17 - figure 1.2 - most students still use gen AI for obtain information, about 1/2 use it to explain terms and concepts. Data from a few European countries only.

- Page 18. figure 1.3 - similar pattern for teachers (German study).

Page 26 - personalised learning discussion.

Annex 1.A provides examples of country strategies and frameworks for Gen AI and two chapters (5 and 6) capturing perspectives from researchers/practitioners

Chapter two - Gen AI for human skills development and assessment: implications for existing practices and new horizons by D. Gasevic and L. Yan is worth putting some time into reading and unpacking.

Part 1 chapters provide case studies, examples and evaluations of various approaches.

- chapter 3 on - dialogue-based AI - implementing the Socratic method with Gen AI

- chapter 4 - fostering collaborative learning

chapter 5 - developing creativity

chapter 6 - AI in education unplugged. 

Part 2 has 3 chapters with one as an interview.

Chapter 7 - conceptual framework for teaching -AI teaming

Chapter 8 - transforming from general-purpose to educational-oriented Gen AI

Chapter 9 - Gen AI as a teaching assistant

Chapter 10 - Gen AI to support teachers.

In the last section, chapter 11 covers AI in institutional workflows; Chapter 12 on Gen AI for standardised assessments; and the last chapter on Gen AI and the transformation of scientific research.

Currency is the main motivation to read through this report. Although mostly covering the formalised school and higher education sectors, there is much commonality of use to vocational education approaches. 

,Uncheatable' assignments

As a continuation tothe blog post, on AI and assessments, here is a resource to think about how assessments/assignments can be framed in the age of AI written by Adam Pryor.

The blog begins overviews the ways education has viewed AI, viewing it has a threat to the assessment integrity. 

The solution proposes the use of 'specifications grading' providing clear competency statements and a formative process through teacher/AI dialog for learners to experience and evidence true learning.

Therefore I am now working with teaching teams to review their assessments. In short to put lower weightings on the usual summative assessments (100%) and instead transfer the weighting to a series of formative (but graded) touchpoints, which collate students' learning. For example, if the usual summative assessments is an essay, report or design, this is marked and weighted at 20% of the final summative mark. 20% is assigned to an oral presentation plus oral examination to establish authenticity of the learners' work. 60% is allocated to the 'portfolio' of how the student worked through to end up with the essay/report/design. In the 'portfolio' would be the record of the various steps undertaken, including the use of AI where appropriate and justified. The rubric assigns marks for reflective learning, accuracy of recording the learning process, and justifications/rationalisations and decisions taken. 

In doing, we shift the emphasis of assessments to the process of learning. Even if the final 'product' is not up to scratch, the portfolio of learning, recording the learning journey can still accrue sufficient marks for a good final grade. We can replicate more of what happens in the real world, that learning is a lifelong journey. We learn when we make mistakes as well as when things go well.

Aotearoa Tertiary AI network ATAIN - presentation from Dr. Simon McCallum

 Notes taken from presentation from Dr. Simon McCallum, Victorial University Wellington on 'Adapting to AI'.

The presentation is part of a fortnightly series organised through ATAIN which is a SIG of Flexible Learning Association of  NZ (FLANZ).

Simon began with an introduction. He has been teaching game development since 2004 but has also taught AI since 1991. Noted that Gen Ai is everywhere and we use it unintentionally, unconsciously, but also using it consciously and strategically. Productivity benefits depends on training of the AI. Ai agents work together to automate generic tasks.

Across industries, adoption is mixed, some fast, some very slow. The risks include programmers with AI automating other industries and the use of 'software / automation on demand'. 

Revised the two lane approach to assessments. Students are using AI - At UVW 66% admit using it.

Covered the following:

 AI literacy - Core / domain specific - compulsory for all students and staff, understand if and when to use AI and avoid the risk of thoughtless AI use.

Assessments need to move to testing understanding and learning rather then outputs. Test meta cognition, use oral assessments.

All non-invigilated (lane 2) work should be considered as group work, using group work assessment techniques - assess process, influence, delta, learning journey. 

Assessments can embrace AI assistance. AI selects questions, create bespoke questions, suggest oral assessment questions. Human markers determine the grade. Provided details of the process from his context. Use AI to generate questions from student submission for them to complete, to check understanding they have presented in their essay!

Increase the quantity of group/team work so students can create human connections and increase their experiences with working with others. Invrease the amount of work that is groupwork but not the groupmark.

Proposed that NZ universities fund a NZ based server to assure AI sovereignty. A more equitable approach as all students will have access to high quality models instead of having to pay for the upgraded models. 

Also the creation of a position to report to Te Hiwa (leadership group to organise and manage AI across the entire university - teaching, learning, research and professional. 

Summarised agentic AI. Moves AI from being a chatbot to actually being able to 'do things'. AI will sort out a plan, and work through it to meet the prompt objective. Swarm coding can be activated, to check the outputs from each agent. Therefore, AI is not a search engine. It is better to have the AI question us to work out what we want done! 'help me do ----' 

Summarised project on how AI is used in NZ secondary schools. Mixed across schools on strategy, current use, professional / student use and community involvement. Schools welcome clearer policies and guidelines. Challenges are similar to Universities, assessments, professional development, etc.

Shifted to a summary of the extrinsic and intrinsic purposes of learning. If the motivation is just to pass the exam, then AI is an impediment. However, if there is a less constricted 'assessment' e.g. develop a game, AI accelerated capability and leads to extended learning. 

Therefore important to engage learnings to focus on intrinsic motivation, self-reflection and etc. and to hold them to account for what they want to  learn. Teacher as NPC . Encouraged learner negotiated assessments and rubrics, giving them agency. For example, have learners establish the range of marks assigned to various aspects of an assessment. This encourages meta cognition for students to structure their learning, their strengths/ weaknesses etc. 

How do we measure metacognition - confidence is good when it is accurate, under / over-confidence is a problem and AI makes this worse. Important to operationalise and elicit accurate statements from learners.

Invitation to use the group's Discord to continue the conversation and share ideas. 

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. 

Resources for AI - course for higher education and assessment ideas

Two good resources to support the integration of AI into learning and teaching.

Firstly, a resource for higher education, hosted by Tilburg University (the Netherlands). The course introduces Gen AI and LLMs, discusses the opportunities and covers limitations and ethics, helps educators evaluate the influence of Gen AI on course design, evaluate the impact of Gen AI on assessments and encourages modification where necessary and identifies various ways educators and students can use AI in a responsible manner.

Participants are advised that the course will take around 2 hours and is user friendly. There are short video clips to explain some concepts, an overview statement at the end of each module, and a self-check quiz.

The second resource is from the UK it is a slide deck, which offers assessment ideas for an AI enabled world. Various ideas are offered with background and suggestions for how they may be incorporated in to higher education. The 'cards' are opportunities for further discussion amongst colleagues with encouragement to customise the cards for use by individual faculties to mirror disciplinary influences and frameworks.

Learning Design Voices -

 Learning Design Voices captures the perspecitves of learning designers post-pandemic. The book is open access and edited by South African learning designers/researchers T.Jaffer, S.C. Govender and L. Czerniewicz. 

After an introduction, the book has three sections (provocations).

The first provocation is 'what might learning design become in the post-COVID university? has five chapters. Each cover one of several themes -

1) increased visibility and value of learning designers due to the need to shift to flexible delivery models.

2) open learning design - on the margins

3) learning designer as pedagogical advisor

4) learning how to design learning through mimicry and mentoring

5) indigenous learning practices

The second focuses on compassionate learning design for unsettling times, with six chapters. The chapters focus on issues of equity, access, humanising learning, inclusivity and community.

The final provocation ' the challenge of designing experiences' has 13 chapters. Here, various examples, case studies and reflective studies are presented.

14) adapting ABC learning design

15) Using Laurillard's learning types

16) Rapid development prototype model

17) blended learning

18) elearning tools

19) knowledge-identity nexus

20) learner centred learning

21) authentic learning design

22) developing critique and argument

23) rethinking the textbook

24) digital divide and accessibility to print-based learning

25) ten principles of alternative assessment

26) reimagining authentic online assessments for large classes

27) inclusive online assessment

All in, may relevant chapters to inform the work of learning designers. 

ASCILITE - transforming assessment site

This year's ASCILITE (Australasian Society for Computers in Learning in Tertiary Education) conference is being held in Christchurch in early December. Some of my colleagues will attend.

ASCILITE itself maintains good resources to informvarious pedagogical and technology enhanced learning endeavours. 

Of note is their site on assessments  on 'transforming assessments'., which also archives webinars on the topic and has a collation of past events as well. 

Of interest, is one on 'guiding the use of Gen AI for assessment' head in September. 

ChatGPT and assessments

 One of the main challenges facing educators when digital tools can be used for a host of writing tasks, is that of assessments. How can the integrity of assessments be safeguarded when students are able to use nefarious means to complete their assessments.

Over the last two months, there have been a large number of articles discussing the issue. 

- FENews proposes the use of a variety of question types, effective proctoring systems and different testing types e.g. using oral presentations or practice-based assessments instead of written exams.

- The conversation advices the need to rethink assessments. In particular, to ensure they are authentic i.e. connected to personal context or the course specific material. Project-based, group and inquiry/problem based learning are recommended.

- workhe.com recommends that educators trust their students and to take on the possibility of discussing with students, the pros and cons of using AI to augment, or scaffold their work.

- Pulse in the context of teacher education reminds us that learning is a process, not a product or artefact. Hence authentic assessments are the way to go.

- uts provides good ideas on how students and teachers can draw on AI to support their work. Good ideas include asking students to use ChatGPT to generate a response to the assessment and then set up the criteria to critique the response and provide feedback to improve on it. 

In all, it is important to include context into assignments and to ensure students take ownership and responsibility for their learning. AI in the form of Chatbots able to provide responses which mimic those of humans, are here to stay. They will also improve rapidly as they learn from the feedback to responses provide by users. Therefore, it is important to ensure educators understand the implications and work through the consequences. The opportunity is now provisioned to improve learning and assessment processes, so that assessments are for learning and not of learning.