-
Laying the Foundation -
Clear rules on AI in Assessment +
Responsible Ai in Education Framework -
(CC'd to Chris Frost, Marnie, Amber, Dale and Luke) I’ve just been thinking about the broader picture looking at how we can address the issue of using ‘gates’ to block conditional use of AI according to level. I have tried to work out the parts of assessment that can be utilised by AI, as opposed to those that still place a burden of proof on the student. -
(Cc'd Chris) Created an extended table that looked at identification of perceived issues and offered proposed solutions to the 5 Key Messages, as feedback, collected from a UQ student survey.
We could then provide these details to better communicate to students what we are doing about these specific issues raised. -
(SCIENCE) Contacted Dom about Suresh Krishnasamy's detailed proposal at Science to use AI in assessment (CC'd Dale) for Marnie - based on the AIAS (The Artificial Intelligence Assessment Scale (AIAS)) framework -
Provided feedback on the AI Teacher and Student Hub's Drafts (to Dom McGrath and Karen Sheppard) -
(HASS) Completed benchmarking:
Bachelor of Education (Primary):
Courses Assessed for Security: 65
Number of Secure Courses: 25 (38%)
Assessments assessed for security: 225
Number of Secure Assessments: 44 (20%) Bachelor of Education (Secondary):
Courses Assessed for Security: 56
Number of Secure Courses: 9 (16%)
Assessments assessed for security: 128
Number of Secure Assessments: 18 (14%) -
Discussed AI in assessment items (BIOC3005/7105) - particularly combined AI and non-AI use in the UQ Ripple Assessment, and the Virtual Skills (Wet-Lab) Assessment; provided advice re security viability of assessment. Was asked if I could fix code that she generated using Claude AI (interactive responsive graph) - the code wasn't suitable, however I asked her to send me the code and I was able to send her a fixed version by the end of the day that would work on her Extend site. -
Also, found a way to be provided with suggested example activities/tasks that could be used to suit these missing parts. [Lead through learning post - TEAMS] -
Attended Seminar: UQ's Proposed AI and Assessment Approach, and following Workshop: Update on AI advances + innovative AI examples from UQ academics (1-3PM) Student and Teacher Hubs, • Explore UQ's plan to Lead through Learning (2025–2028), to transform assessment, enhance our assessment security and embed discipline-specific AI literacy across the university -
Provided feedback to the document - for Amber, Helen Marshall, and Amy Hubble for meeting on 11/2 re: "advice for the School on a new approach to handling AI issues focused on pedagogy rather than as strict policing as we've been following" -
Completed benchmarking of the Extended Major for Western Civilisation (Bachelor of Advanced Humanities)(Honours)
https://programs-courses.uq.edu.au/requirements/plan/WSCIVD2414/2025 Completed benchmarking:
Bachelor of Advanced Humanities (Western Civilisation):
Courses Assessed for Security: 19
Number of Secure Courses: 8 (42%)
Assessments assessed for security: 76
Number of Secure Assessments: 19 (25%) -
Facilitated Assessment Security Workshop at The Centre for Western Civilisation, with Christopher Frost and Luke Zaphir, on Assessment Security and AI.
Approx 10 lecturers attended.
Contact: Dr James A. T. Lancaster -
Provided link to ChatGPT prompt which offers suggestions based on ideas from:
AI isn’t a tool, it’s an environment by Josh Thorpe
https://wonkhe.com/blogs/ai-isnt-a-tool-its-an-environment/ Here is the link:
https://chatgpt.com/share/67abd462-a7a4-800c-8f5c-8dedd2bcd526 -
10am-11:30am
Introduced myself to participating course convenors and in supporting group discussion activities -
(SCIENCE) Completed benchmarking:
Bachelor of Science:
Courses Assessed for Security: 67
Number of Secure Courses: 40 (60%)
Assessments assessed for security: 244
Number of Secure Assessments: 75 (31%) -
This was an all-day University of Sydney event. Attended several workshops in different streams -
Developed (14/2/2025) and shared with LD (Assessment Transformation) (17/02/2025) Teams channel. /Dom/Christine -
Support for the Master of Educational Studies
- Chris Frost in attendance -
Rebecca Olsen chaired. Introduced to SoSS TL Committee members/course convenors, and Rebecca covered the Lead Through Learning Plan, and assessment, AI, and in-class examinations policy review. -
This checklist incorporates the principles of Universal Design for Learning (UDL) to ensure that assessments are inclusive and accessible to all students. -
Created a space for each project within OneNote (see the tabs) within HASS TEAMS (Lead Through Learning) for us to structure tasks and add any relevant content ongoing any stage. It'll be a good place to start and we have an accessible area to place in any any in information and record our tasks and progress. -
-
This provides a worked overview of Assessment Type characteristics, potential type issues, two columns of Recommendations and 5 consideration areas (related to Inclusive Assessment from HASS to consider). -
Began collecting examples of Assessment Types identified as 'Good Examples' (i.e. either Secure or Non-Secure, Pedagogically excellent, incorporates elements of inclusivity, etc.) for reference for HASS and SCIENCE Benchmarked courses (those already benchmarked) -
Gave a short tutorial to AT LDs to suggest how they may start to do assessment security benchmarking -- by utilising a script that Christopher Frost (HEAD CHEF) developed from HASS. I have also applied this to SCIENCE for doing benchmarking for those courses. -
Flagged key course issues/areas for further investigation/review (based on combined areas of Strongly Disagree and Disagree of over 20%) for 'Understand Aims and Goals, Intellectually Stimulating, Well-Structured, Learning Materials Assisted, Received Helpful Feedback, and Learned a Lot'. Provided recommendations for area for review and highlighted those few that appear to need urgent attn./changes. -
Included presenting an overview of the Lead Through Learning Plan, What is Secure Assessment, fielding questions and providing feedback, Example Course with Issues and Recommendations, discussion about collaboration and dissemination of good examples. -
First Integrity CoP for HASS -
Flagged key course issues/areas for further investigation/review (based on combined areas of Strongly Disagree and Disagree of over 20%) for 'Understand Aims and Goals, Intellectually Stimulating, Well-Structured, Learning Materials Assisted, Received Helpful Feedback, and Learned a Lot'. -
Scanned courses in SECaT quantitative results to look for any issues. Most of these courses were identified to have no issues whatsoever in this scan. -
Attended meeting to introduce LTL Plan and it's relevance to the MEdSt Program (to the academic staff). -
ITaLI Integrity Week Session, titled 'GenAI at UQ: Student Perspectives and Educator Strategies to Support Responsible Use'. -
Open discussion (including students) with Beck and Kelly about AI and secure assessment - that attends to the student's needs / responsible use of AI (this is a formational stage of development for the framework for Responsible Use by August) -
Representing Academic Integrity for Students 19 March 2025 10:30am–12:30pm
Student Central Plaza Centre (Building 42), UQ St Lucia Campus
Outside undercover area -
I proposed that we hold an AI-driven workshop to have the course convenors analyse their course and consider what improvements could be considered to improve assessment security and introduce the use of AI into the course in activities and assessment. I will facilitate the workshop - proposed time 1 hour. Suggested attendees - about 5-7 early adopters who lead 3 courses each. Created attached document for Su and I to use for general communications when useful. -
Discussions from Amy about Thesis assessments - Viva and different sized cohorts for Thesis students and Masters. -
To be conducted with a pilot group of MEdSt course convenors in April (proposed), as discussed with Suraiya. This workshop provides Course Leads with an opportunity to utilise AI to evaluate their courses, focusing on course design, assessment methods, and learning activities. This exercise supports the key objectives of the Lead Through Learning Plan by: ensuring course security through observation (without the use of AI), and integrating AI into learning practices and assessment. -
-
These prompts were incrementally improved upon since March 24, for the purposes of providing useful information for MEdSt course convenors with clear and targeted course feedback that looks at: aims/LOs alignment, assessment alignment, and activities alignment. This is a key part of the planned workshop to have academics review their assessment security, and areas for revision and improvement; and having them use AI as a part of the process. -
• 24-S302 St Lucia Professor Tim Miller (UQ Professor of AI) - two-hour professional development session designed for learning designers, ITaLI staff, teaching-focused academics, Integrity Officers, and staff keen to grow their AI literacy. This session will demystify AI, explore the latest advancements, and unpack its implications for teaching, learning, and assessment.
Practical insights into how AI works, how it’s evolving, and what it means for educators. -
Presented with Dale - a very brief introduction to the Lead through Learning project, and fielded questions from the academic cohort (25 mins). 1pm-2pm. -
(ITaLI) Attended 2hr lecture SOCY1050 Introduction to Sociology (Peter Walters, ModWest, Joint Collaborative Room) for the Open Course Scheme. 2pm-4:30pm. Provided observations and feedback to Tanya Henry. -
Participated in information exchange through extended conversations with academics from other schools (Nursing, Psychology, and Dentistry in particular).
- Thursday April 17, 9am–12pm in the ModWest Building (11A-130).
Future Paths with AI: Integrity, Integration, Innovation — a timely and strategic focus on the opportunities and challenges presented by generative AI in education. -
Michie 21, Suzanna Fay (HASS)
In this workshop we will cover:
• How to build your Inspera exam
• Troubleshooting exam builds
• QA -
Presented the Lead Through Learning Project along with Dale Hansen to all 12 participants. Also shared the Student and Teacher Hub links in the Chat. -
This is an AI Agent that I created in order to understand more about how it works and can be shared.
https://teams.microsoft.com/l/app/f6405520-7907-4464-8f6e-9889e2fb7d8f?templateInstanceId=03a701be-b934-424a-b003-96975d068a2c&environment=bcc6d436-2a81-e29a-a0b3-8730a79c85c0&source=bot-header-share-entrypoint This particular Agent offers advice on a variety of assessment types and explores each of these assessments through different lenses. -
An optional cross-team meeting to share best practices, discuss challenges, and explore professional development opportunities. -
Presented the Lead Through Learning Project along with Dale Hansen to the School.
[10:30 - 10:40 - Steele bldg. (3), Level 3, Room 314/315] -
As a part of the Assessment Transformation process, some existing Assessment Types and functions will need to be reevaluated. What alternative assessment types are there, what do they do, how are they used, and are they better suited to measuring the intended learning outcomes? As a user interface (that could be used by LDs, CCs), I find that this HTML version is far more easier to use and interact with, providing immediate recall of the required information for each assessment type. -
- Welcome and acknowledgement
- Some AI Myths
- BA Review wins and timelines
- HASS LTL approach
- Securing take-home writing tasks
- World Café format, with different presenters / themes: a) Each table presenter speaks for 3 minutes about the assessment task. b) They host a table discussion about the task’s assessment security elements, any benefits for students, planning needed, and other considerations. c) Repeat the table discussion with two more groups of colleagues.
- End 11:45
-
Attended the Open Course Scheme - MATH1040 along with Dale Hansen.
Mathematical Foundations I (1 hr tutorial session)
63-348 - Physiology Building, Learning Theatre
Lecturer Michael Jennings. Observed, took notes and provided feedback to the Open Course Scheme survey (ITaLI), and shared observations to the Assessment Transformation Team on 8/5/2025. -
Discussed implications of AI on Assessment Security and general impact on the field. Arranged dates for initial School visit to Introduce the Lead Throuigh Learning Plan to the School, along with pencilling in the best timing for more intensive workshops (i.e. Course Profile Analysis using AI for determining potential assessment and AI related-interventions) -
01-W349 - Forgan Smith Building (West Wing), Exploring the roles of assessment design across UQ
Connecting and collaborating
Maintaining good pedagogical authentic assessment design with secure assessment in mind
Community of Practice expectations.
What would you like included within this CoP? -
Elaborated upon prior content and split into two parts - Internal and external lens. This was considered an important step towards resolving problematic issues with online submission type assessments (such as in Masters of Educational Studies and other such courses and programs) that could be done with AI for which students cannot come to campus. -now looking at utilising this in AI prompts for analysis of internal or external format courses using AI -
Joined Dale to speak with the Head of School for Veterinary Science to get a sense of how to best progress within the School of Veterinary Science for planned series of assessment checks that are already in train – at St Lucia, Gatton and online – in coming weeks. Starting with a reasonably generic Assessment Health Check Workshop. Will follow up with communications to TL (Malcom Jones, Aaron Herndon, Justine Gibson (and Rachel Allavena)) and meeting with them about the same. -
In this session we were joined by Locky Kaye, Project Coordinator, Wellbeing International Student Advice, who shared details of inclusivity and equitable assessments, Locky discussed Student Action Plans (SAPs) and how a well-designed assessment can support all students. -
Met with 5 students from SLAT - interview relating to Learning Design role, and how applied linguistics played a part of my work/career. This formed a part of their Assessment piece and conference presentation plan -
![(SCIENCE) Conducted School of Mathematics and Physics (SMP) Assessment Health Check Workshop [In-person]](https://s3.amazonaws.com/s3.timetoast.com/public/uploads/photo/23047164/image/medium-0472630608e2a92c0793fb69f3cadee5.webp?X-Amz-Algorithm=AWS4-HMAC-SHA256&X-Amz-Credential=AKIAJB6ZCNNAN7BE7WDQ%2F20250811%2Fus-east-1%2Fs3%2Faws4_request&X-Amz-Date=20250811T034824Z&X-Amz-Expires=604800&X-Amz-SignedHeaders=host&X-Amz-Signature=20e7fa53d003bbd3dd99b3324cc9b4152b1b3fb39a9478c3d2f2edb668cbfc15)
Conducted School of Mathematics and Physics (SMP) Assessment Health Check Workshop [In-person] in collaboration with Dale Hansen. -
Thank you for registering for the Assessment Health Check workshop. This workshop is s close look at the assessment picture in your chosen course(s).
• Download the worksheets we will use on the day:
o Assessment Evaluation and Transformation.docx
o Your assessment snapshot.docx (one copy per course)
• Be ready with your course profile open, showing the "Assessment Items" section
• Bring other details about your assessment items that aren't included in the course profile -
Support (with Dale Hansen) for School of Chemistry and Molecular Biosciences, Building 68, Room 304 -
The Course Profile Analysis Workshop using AI is approximately 1.5 hours in length. Involves Course Profile analysis using and webscraping script, and AI Power Prompts used with the created profile information using Microsoft Copilot - Course Aims, LOs, alignment of each and alignment with assessments, activities, and then assessment with activities, then, AI integration suggestions and assessment security interventions. Peer feedback is also included as a part of this process. -
Facilitated fielding questions and providing responses in in-depth discussions that helped to meet their needs and concerns concerning assessment security considerations and the impact and ideology around supporting AI use with students while problem-solving how to evaluate their work when they have access to AI for these types of assessments.
Attendees (in person): Anne Beasley, Angela Lees; Alwyn Williams; Kayvan Etebari; Shane Campbell; Suresh Krishnasamy; Frances Shapter; Ben Wood -
Presented slides and engaged in discussion regarding LTL assessment considerations, example and making adjustments in assessments to accommodate the fact that students will now be able to engage with AI to develop some non-secured assessment products; fielding questions and responses. Chris Frost provided slide support and provided some responses. -
Facilitated in in-depth discussions that helped to meet their needs and concerns concerning assessment security considerations and the impact and ideology around supporting AI use with students while problem-solving how to evaluate their work when they have access to AI for these types of assessments.
Attendees (in person): Justine Gibson; Rajendra Adhikari; Deirdre Mikkelsen; Donna Marchiori; Erika Meler; Michelle Story; Imtiaz Randhawa; Michelle Story; Javier Fernandez -
EDUC7113 hybrid - Masters Program course. Online zoom discussion for 30 mins regarding current range of unsecure assessment items. Suggested that he make his proposed new 4th assessment (an 'action research scenario' supervised group task) include a reflection component with a recorded QA hurdle (for those flagged as not providing sufficient evidence in discussions and reflections). -
Provided Analysis
Lisette Pregelj BIOT3004,RBUS6911('Thanks so much Gavin, This is great information and very timely ahead of Sem 2. - email') and Marloes Nitert Dekker BIOC3006 ('Thanks Gavin, this is really helpful. I am working on the LOs and this is super useful. I really liked the suggestions for making the links between them and the learning activities clearer as well. I will also look to see if we can include more peer review and perhaps add a bit of an oral component in the activities') -
Joint consultation for VET2008 Group Presentation with Dale Hansen for Dr Taylor Pini. Discussed interventions to make this literature review assessment more secure - as this was flagged from the TL Head for shoring up any concerns that this could be done with AI. Provided a range of recommendations. -
EDUC7100 Identifying and Assisting Students at Risk
Consultation 11:30am-1:10pm
Provided course analysis information to accompany discussions - looking to replace 3rd assessment (all assessments in essay format) - either Indiv. Oral Presentation with viva QA, or essay + reflection + Oral viva QA. Went for the former, and suggested requiring sts to use 5 slides only and talk to them - each slide only able to have a chosen heading to talk to - image ok. Provided QA rubric criteria suggestions. -
60mins - Facilitated SMP AI Literacy Workshop with Dale Hansen -
Advance insights on the opportunities and challenges that AI presents for student accessibility, especially for students with disabilities, showcase current UQ projects including secure assessment. -
Participated in discussion - thoughts on implications of the non-AI and Ai Use environments on assessment objectives - i.e. verification of knowledge attainment vs. testing of skills in applied contexts.
Session aim: to discuss the draft and help ensure your priorities are reflected in this important document that will shape UQ’s approach to AI in education. -
Shared created mind map - how AI now challenges the 'purveyor of information' paradigm in the context of the student's learning- which is now collaboratively shared by the tutor and AI. However, in this new relationship, the tutor still has the expert knowledge to guide and correct the student in learning contexts when the student is using AI. Also, I can see that the different nature of secure and non-secure assessment environments has implications for those different learning environments. -
108 assessments assessed,
41 Courses assessed for security. -
- Challenges: Semester 2 -challenges people anticipating, already experienced or would like share and discuss with the community.
- How are people using AI to enhance their TL practice. Sharing of tips.
- Coversheets: Example: Assignment coversheet information and coversheet template. Please come prepared to discuss how you are using coversheets and share examples. https://padletuq.padlet.org/tanyahenry1/assessment-transformation-community-of-practice-2-9km6l5vvot3qbef5
-
11:00am-1:15pm
Provided Course Analysis beforehand. I suggested doing a QA (hurdle or no hurdle) with Philosophical Essay 35% (both example rubrics provided -and also provided ppt slide info for her to show students on referencing with AI). Cristi was also thinking of participation assessment /doing Debates - suggested 3 different practice activities based on video stimuli - and then have a final assessment where the student responds to a video stimuli in a time window (eg. 2 hours) to complete -
9:30am-10:50am
Discussed options for secure assessment Liked final assessment that required students to write scenario and respond and then 'brief the Prime Minister' on a security concern. Also discussed keeping 2400 word essay, but suggested converting the other earlier take-home essay into an in-class exam containing 2 parts - 1000 word essay that focuses on delivered content material (and application of); and the other part aligned with a demonstration of work re the final assessment brief -
Facilitated AI Literacy Workshop (morning) and then Assessment Security Workshop (afternoon) (at Gatton in-person) for AGFS/SVS with Dale Hansen -
Online workshop - AGFS/SVS 1 hour -
Meeting covered Hurdles - presented from Amy and Chris -
![(SCIENCE) Facilitated Assessment Security workshop [In-person] School of Maths and Physics (SMP)](https://s3.amazonaws.com/s3.timetoast.com/public/uploads/photo/23107958/image/medium-33c03945fe63a3e7760a5e53cd2c4394.webp?X-Amz-Algorithm=AWS4-HMAC-SHA256&X-Amz-Credential=AKIAJB6ZCNNAN7BE7WDQ%2F20250811%2Fus-east-1%2Fs3%2Faws4_request&X-Amz-Date=20250811T034824Z&X-Amz-Expires=604800&X-Amz-SignedHeaders=host&X-Amz-Signature=d6be20c01821e407086614d43a3beb29de4c647c7b8e42b4999214196d4aecb5)
1 hour - Facilitated Assessment Security workshop (In-person) School of Maths and Physics (SMP) with Dale Hansen -
Shared my conceptual schematic (two image variations) with all stakeholders - the schematic (map) attempts to further analyse the learner interactions that take place in the different learning environments for which students practice and perform in both secure and non-secure environments. This in turn helps redefine assessment outcomes for those contexts. It also informs the nature of the input that the instructor undertakes to support the student's learning in these different contexts. -
09:15 Arrive 09:15
09:30 Welcome QUT
09:40 Keynote Presentation - Professor Lori Lockyer QUT
10:15 What We’re Working On
10:30 Morning Tea
11:00 Assessment Redesign and Transformation in a GenAI World
11:45 World Café - Learning Design in Action: Show and Share
12:15 Lunch
13:00 Designing Change: Fostering Learning Designer Impact QUT led
14:00 In the “Hot Seat”: Focus on the Profession
14:45 Closing QUT
15:00 Finish -
Discussed videos to replace existing US-centric content; as UQ produced videos of a classroom setting depicting a range of problem scenarios for analysis for students (both primary and high school). We will get support from Tim Rankin, who will be involved in assisting with the filming and their team has animation production capabilities also. I have tee's up a meeting to discuss availability and production planning. Shiralee will write to Brisbane South State School about poss. filming there. -
10am-11:30am
Looking at and trying out Gradebook functions in Ultra relating to assessment and marking -
11:30-12:00 Meeting with Elin and Daniel Harris (Chamberlain Bldg.) to discuss best times and best workshop types. Also indicated that mid-Nov to December may be the best times to host the Course Profile Analysis workshop. -
1:00pm-1:30pm
Online chat - EDUC2770 Supporting Student Behaviour and Wellbeing - video filming /animations project.
Initial Media consult - Shiralee to arrange venue and availability, Shiralee to do the Scripts, Gavin to assist with storyboarding, asset management and bookings and script reviews -
2pm-3pm (online) School of Agriculture and Food Sustainability (AGFS) and School of Veterinary Science (SVS Assessment Security workshop -
1pm-2pm
Predominately talking about students with disability SAPs. "... a supportive space to deepen your understanding of SAPs, gain confidence in applying adjustments, and discover how these practices can enhance not only student outcomes but also the overall quality of teaching and learning at UQ." -
10:35-11:20
Dan was recommended to contact me regarding changes as he was away previously. He has a number of courses - most security is covered. Discussed impact of AI (I gave sources of AI Student and Teacher Hubs) and discussed reflection with a secure QA component for VETS3024 Veterinary Professional Contexts -
1:00pm-2:00pm
This workshop is aimed at those new to teaching at UQ. It will cover tips and tricks for how to best use your Course Profile (CP) and Learn.UQ site to minimise hassle, as well as examples of implementing a communication strategy and managing student expectations. This will be useful for coordinators, lecturers, tutors, or anyone who is involved in course management. -
3:00pm-4:30pm About the work being done to support the University’s commitment to uphold academic integrity as a core value.
• resources and support for Integrity Officers and course coordinators
• Integrity Officer model in the School of Nursing, Midwifery and Social Work
• understanding 'counselling' in the context of misconduct
• 2024 Misconduct Report overview and fitness to study: implications for Integrity Officers
• case studies: 'should this be referred to the Integrity Officer?' -
9am-10am Facilitated chat for this presentation conducted by Tanya Henry (Assessment Transformation Strategic Lead) with co-presenters from the Team: Tim Magoffin (ideas for guiding and getting students using AI), Luke Zaphir (Critical Thinking) and Dale Hansen (Acknowledging and Referencing AI). -
Supported presenter and gave feedback to their Curriculum design presentation projects, including for colleague, Nantana Taptamat (Science LD). -
Showcased Library tools and training to help your students use AI responsibly. -
9:00am-10:00am. Exploring how AI can be meaningfully embedded into authentic assessment tasks to enhance student learning. Academic staff will share examples of their approaches, what worked well, lessons learned, and what they wish they had known at the start of their AI-informed assessment redesign journey. -
Conversion of the recently released AI learning methodologies framework Digital Education Council into a sharable and easy to use pedagogical tool
(Shared with ITaLI AT/HASS/SCIENCE Teams). -
10am-11am. Looks at how AI can be used effectively and ethically within teaching and learning. Engage with academics who are regular uses of AI and explore how AI can enhance your practices. -
Developed an AI Critical Evaluation Activity for POLSIS– a developed example of a POLSIS Report – with typical errors from AI, such as missing sources, incorrect arguments, recency issues (falsified sources) – in the two groups they upload the electronic versions and have two different AI LLMs to critically evaluate the content – then they get together and compare the results from each AI to see if they were credible and correct; which they have also vetted themselves. -
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I've completed comparing the 65 courses (Sem2,2025) in the BEd(Primary) Program with
those from Sem1 2025. The identified change over previous (in the circles) is attributed to
some modifications in Elective courses. -
My suggestions:
https://uq-my.sharepoint.com/:w:/g/personal/uqgkeir2_uq_edu_au/EThEtwHJJM5Mkgb5aaS6D0IBnc5I6YBgGJv6ed4L5gaSaw?e=ZOrpBh
Relating to Chris' doc: HASS LD Team mid-year reflection 2025 -
I developed an adaptive quiz to explore and understand the process involved in creating an interactive tool for the learner using AI, as described in a journal article. We will have academics being able to use AI to create their own customised learning interfaces. Being able to expand upon an initial idea and take the process through to completion, enabled me to better learn what needs to be done to achieve such a goal, and what structural obstacles we are faced with. -
Completed details for the Project Brief for video filming and animations for EDUC2770 Supporting Student Behaviour and Wellbeing, HASS0058, Dr Shiralee Poed -
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Ease-of-use interface serves as the intermediary between the code needed for Blackboard and the questions and answers to supply to the code template for output. 9 questions (3 easy, medium hard), and one has an image. Answers are in the form of keywords - the learner has to think freely and type their responses. This is in line with how we want our students to perform showing evidence of learning in oral defences, etc.
website: https://adaptivequiztool4bb.created.app/ -
Documentation of the steps involved to place a working interactive tool (in this case, the adaptive quiz) into Blackboard. Shows how the uploading of a css file is required, along with how to link that file to the existing code.
Shared within the SCIENCE folder in LTL/7b AI Resources -
An opportunity for all those working on assessment transformation to come together. Agenda:
1. Centrally supported professional development offerings to support assessment transformation.
2. Secure Assessment at UQ, draft paper review. Quotes of the day: Re: Blackboard – ‘a filing cabinet of content’, ‘not scaffolding enough in a pedagogical sense around blended learning’, ‘they (academics tend to) decouple assessment from teaching’ -
Shared with Chris on 4/8, Tanya on 5/8 Marnie on 6/8. The idea is to have each faculty host an online space to communicate the specific information about AI that we want academics to know (addressing inconsistencies in messaging among staff)– what it is and how it functions, how it fits into educational contexts in learning and teaching, etc. Well suited to our communication objectives in the LTL Plan. It will give staff the knowledge and confidence they require to help them to guide students. -
for the POLSIS Workshop Critical Analysis Workshop to be held in September -
As requested from Tanya and Dom on this day. Added comments and edited text to draft document -
Emailed Heads of TL:
- School of Mathematics and Physics
- School of Chemistry and Molecular Biosciences
- School of Agriculture and Food Sustainability
- School of the Environment
- School of Veterinary Science
to gather information regarding preferred timing of the workshop to coincide with their staff's best suitability and in line with interest in reviewing their Course Profiles and considering any amendments to their prior semester's course - before completion in JAC for Sem 1, 2026. -
Scaling Integration:
- Embedding AI literacy + Monitoring secure assessment across all programs +
Students and AI Survey repeated -
Refining and Adapting:
Monitoring AI literacy and secure assessment across programs +
Learning from AI innovations