Learning Design Research Articles

Building Bridges

One of the major challenges faced in learning design is fostering effective collaboration between Subject Matter Experts (SMEs) and learning designers (LDs) in the implementation of new pedagogies and learning technologies (Gottler, 2023). This area of Technology Enhanced Learning (TEL) practice is still emerging in nature, with an acknowledged need for more examples of effective approaches (Pollard & Kumar, 2022; Tay et al., 2023). The importance of this collaboration is amplified by the fact that both SMEs and LDs share a key stakeholder—the learner. To ensure the learner benefits fully, both parties must work together seamlessly, drawing on their complementary skills to deliver a learning experience that is both meaningful and impactful (Pollard & Kumar, 2022). This presentation serves as a case study, showcasing the processes used by the Institution’s LD team to build positive collaboration with SMEs to integrate new pedagogies and learning technologies in the development of asynchronous mathematics modules. In particular, this project involved the integration of two learning design principles, Universal Design for Learning (UDL) and the Cognitive Theory of Multimedia Learning (CTML) (CAST, 2024; Mayer, 2024), that were foreign to the SMEs, and learning technology that had not been used previously at the Institution in the form of lightboard video recordings. In the initial stages of this project, the Institution’s LD team encountered many of the issues previously reported in literature regarding working with SMEs, such as ambiguity of roles and tasks, power struggles between SMEs and LDs, and SME resistance to the use of new education technology and pedagogies (Chen & Carliner, 2020; Tay et al., 2023). To overcome these issues and to ensure the success of the project, a new approach was developed that prioritised clarity, communication and the common goal of building an excellent learner experience. The new approach drew on research into the factors that facilitated or hindered the relationship between SMEs and LDs, and included the following core principles: Mutual respect: LDs worked to build an environment where the expertise and time commitments of both SMEs and LDs were acknowledged and valued (Tay et al., 2023). Shared commitment: Processes were introduced to ensure that project goals were well defined and that a shared vision for the learning modules was established to foster a strong investment in the project's success (Chen & Carliner, 2020). In particular, we placed the learner experience at the centre of decisions regarding module design, by setting the student as the core “stakeholder” in design workshops. Common language: Steps were taken to establish a common language between SMEs and LDs by defining terms and processes to facilitate clear communication (Gottler, 2023). Empowering expertise: Both SMEs and LDs were empowered to contribute their unique skills to the project and given autonomy to make decisions during the design and implementation process (Chen & Carliner, 2020). For example, we acknowledged the expertise of our SMEs in classroom teaching and chose to record teaching videos without a formal script, yet based on an agreed scope and examples. This presentation will expand on how these principles were enacted practically to foster a strong partnership between SMEs and LDs characterised by effective communication, positive relationships and a strong sense of ownership of the project. The presentation will conclude by illustrating how this collaborative approach ultimately led to the successful completion of the project within constraints such as competing priorities and firm deadlines.

Learning Design isn’t a profession (yet)

This symposium aims to identify key barriers and opportunities in developing learning design as a recognized profession through three provocative discussions. The first provocation challenges the distinctions among learning designers, instructional designers, educational technologists, and similar roles. The goal is to explore the potential for a unified professional identity. The second provocation addresses the lack of official recognition for learning designers, examining sociological theories of professionalization, the implications of formalizing the field, and possible next steps. The third provocation asks what could and should be included in a formal education pathway. As a starting point this provocation will include the comparison of curricula from Monash University, Queensland University of Technology, and University of Technology Sydney. Attendees will engage in lively discussions and contribute insights to advance the recognition and development of learning design as a profession.

Designing platforms for digital object-based learning

Over the last decade, object-based learning programs have become a staple of museum collections. These programs encourage and allow patrons to engage with a series of curated objects, offering educational experiences through tactile exploration. Naturally, they are focused on having their audience engage with the physical objects themselves (Chatterjee & Hannan 2016). Applying museological practice and object-based learning in the digital context requires not just presenting digital replica of physical objects, but scaffolding their presentation and platform with purpose, intent, and understanding of the strengths and pitfalls of digital delivery (Beetham & Sharpe 2013; De Kluis, Romp, & Land-Zandstra 2024). As such, digital object-based learning platforms and programs purposefully designed for remote learning and online delivery fill a unique niche in the higher education space and are beginning to come into their own. At Macquarie University, objectbasedlearning.com (an initiative of the Faculty of Arts and stewarded by its Learning Design and Production team) was relaunched in late 2023 following an extensive redesign, with learning designers, academics, and students now working together to provide new remote learning opportunities and experiences for the classroom. This presentation introduces the audience to the refurbished website, explains the ethos behind its redesign with an eye to evolving learning spaces and remote learning, and explores the site’s current and future applications and projects as a case study for designing digital object-based learning. The site was designed with future utility and outreach at its core, offering flexibility in how it presents and categorizes digital objects, and a site layout which reflects the needs of its target audience – schoolteachers. The NSW Stages 5 and 6 Curriculum informs the website’s design, determining how objects are grouped, how users navigate the site, and what information and metadata is prioritized, developed, and displayed. Since its relaunch, the website has been utilized in schools and faculties in NSW to deliver object-based learning experiences and classes. While it is too early to publish on outcomes of the project, early feedback has been positive, and new teaching initiatives have developed around the platform. In 2024, student interns at Macquarie were challenged to develop educational materials, lessons, and workshops which took advantage of the potential of technology-enabled object-based learning. These artefacts were designed to give students a unique object-based learning experience, removing the boundaries of physical distance, financial constraints, and fragility of objects. Moreover, student interns involved in the photogrammetric scanning of objects for the website were themselves enjoying an object-based learning experience, engaging with their materiality and learning how best to present the object in a digital environment.

Enhancing productivity with custom GPTs to support curriculum development

At the Centre for Digital Transformation of Health, we develop a range of postgraduate and professional development courses designed to upskill the healthcare workforce in digital transformation. Our course development is informed by the ADDIE framework (Branch, 2009). During the design stage, we leverage the Understanding by Design (UbD) framework by Wiggins and McTighe (2005). UbD uses a backwards design process that starts with the outcomes in mind that constructively align with the assessment and learning activities. This process can be challenging for subject matter experts (SMEs) with little pedagogical training (Cho and Trent, 2005; Michael and Libarkin, 2016), particularly in designing topic-level learning outcomes using Bloom’s Taxonomy (Bloom et al., 1956); outlining key understandings, the big ideas and their practical applications (Wiggins & McTighe, 2005); and separating what learners should know from how that knowledge will be applied. Consequently, substantial hours are dedicated to 1:1 coaching sessions to ensure effective development of learning outcomes and content. Our driving research question is how can generative AI improve our efficiency of working with SMEs with little pedagogical knowledge? We therefore integrated ChatGPT into the curriculum design process (Conrad and Hall, 2024). However, instead of using a standard instance of ChatGPT that relies on effective prompt engineering by the user, we iteratively developed two custom GPTs (Bloomify and UnderstandMe), using OpenAI’s GPTbuilder. These GPTs constrain and customise ChatGPT’s output without requiring coding knowledge. The build process starts by explaining to the GPTbuilder what you would like your custom GPT to help with, followed by iterative prompting about specific functions, behaviours, and additional materials to constrain the GPT’s responses. Bloomify translates unrefined topic aims from SMEs into three bloomified learning outcomes across three Bloom’s levels for the SME to consider, iterate and improve upon. UnderstandMe uses the topic outcome created by Bloomify and helps the SME conceptualise the big ideas, key understandings, and the practical application of the knowledge they will learn in the topic. This approach keeps the SME at the centre of the process, rather than offloading the entire curriculum design process to ChatGPT, which was described by Conrad & Hall (2024). Early results of implementing the GPTs are promising. We observed a significant boost in efficiency, enabling us to complete twice as many UbD templates per hour of coaching. This suggests that GPTs could offer a substantial improvement in time efficiency and offer a simple way of reducing the cognitive burden of the backwards design process for SMEs and learning designers. These time savings are then reallocated to other aspects of the course development process providing the opportunity for richer collaboration between SME and learning designer. We have provided links to both GPTs, both of which are discipline-agnostic, to support the broader learning design and academic community through the backwards design process within their respective disciplines. Further evaluation of these tools will focus SME perspectives of using the GPT during collaborative course development and to investigate how these tools will influence the social norms of course design in the future.

Exploring Design-Based Research as a framework for addressing pedagogical problems faced by higher education

Design-Based Research presents a pragmatic approach to addressing both pedagogical problems and innovations within a rigorous framework that aims to build transferable practice. This panel discussion will explore four examples of implementing DBR in various higher education contexts and draw participants into a discussion of how they might apply DBR to address identified pedagogical problems or innovations in their own contexts. Why DBR? This panel discussion is a focal point for exploring how design-based research (DBR) in higher education in 2024, can address pedagogical problems brought about by the global pandemic and the explosion of generative artificial intelligence use in assessment and learning (For examples). In a period of continuous disruption in higher education, flexible and ethical research strategies that embrace unexpected influences in teaching and learning is paramount (Cochrane et al., 2023), leading to a new generation of educational researchers embracing DBR. Furthermore, practical examples demonstrating students as partners in curriculum design to inform ‘what works’ in practice are essential for researchers to gain confidence in adopting research-teaching-practice methods of inquiry (Bakker, 2018; Cochrane & Munn, 2020). Understanding how the processes and outputs of DBR can meet these needs is crucial to alleviating both business and educational tensions about timing, funding, resources, and workload planning (Cochrane, 2022; McKenney & Reeves, 2019; Reeves & Lin, 2020). At the core of DBR is the opportunity to explore pedagogical problems or innovation through four phases: problem analysis, develop solutions to the identified problem, explore and evaluate the impact of the design in iterative interventions in real learning situations, leading to the development of transferable design principles and theory building (McKenney & Reeves, 2019) Various research methods can be applied to progressively ask participant perspectives, including students, teachers and learning designers, on appropriate approaches or technologies to solve an identified problem (McKenney & Reeves, 2019). The intended outcome of this panel discussion is to collaborate with participants in implementing DBR in higher education in response to specific pedagogical problems identified by the participants. Beginning with a brief background to DBR followed by four examples to stimulate discussion on its application in broader contexts to address identified problems in curriculum design. Relevance to Higher Education The relevance of debating the role of design-based research in higher education in 2024 is to stimulate discussion for how this pragmatic research approach informs ‘what works’ in situated learning contexts to develop cutting edge design principles and theory that can be transferrable (Galvin & Cochrane, 2023). The methodological framework of DBR invites students, teachers, and learning designers to collaborate from the conception of a design artefact or educational approach to solve a learning problem through to iterative stages of delivery. Following a new normal in higher education where change is inevitable, and fast-paced, research design that does not shy away from the progressive and ‘messy’ elements of educational settings to improve real time learning is essential. Finding a balance between naturalistic and interventionist research methods to explore this complexity is a way forward that DBR can provide. It is acknowledged that greater understanding for the value of DBR and how to plan practical stages with multiple participants is needed for teachers, researchers, and leaders in higher education to confidently adopt this approach (Haagen-Schützenhöfer et al., 2024). Opening discussion with peers models the collaborative ethos of DBR and opens potential connections and networking avenues to establish and generate knowledge for DBR in higher education. The Panel Members The panel will be comprised of project leaders from four DBR projects: Clinical reasoning development, interdisciplinary engineering education, biomechanics, performance anxiety. These projects were introduced in a concise paper for the ASCILITE 2023 conference (Cochrane et al., 2023) and the authors are in the process of collaborating on a full journal article analysing these DBR projects (Cochrane et al., 2024) that should be published in time for the ASCILITE 2024 conference.

Finally, a Researcher Development and Education Skills Framework for an Open University

While there is an ongoing advocacy for transformative higher education through a collaborative research culture in a national university system (Almores, 2024; Cubillan, 2024), there lacks an explicit and unified framework for researcher development of valuable skills and competencies to inform its typology of research training, supervision and mentoring (Villanueva, 2024). We propose a researcher development and education framework to benefit open and distance elearning programs, or ODeL programs situated in the national university’s Open University constituent unit with a wide reach of students locally and in Southeast Asia (Alfonso, 2019). The framework is a by-product of our sustained intellectual and intertextual networking, engagements with an international network of researchers in doctoral education and consultations with teacher-researchers and other stakeholders in an open university. The framework is underpinned by the identity-trajectory theory, self-determination theory and the community of inquiry for learning community building in harnessing positive research student experiences (Villanueva & Eacersall, 2024). Key areas of the framework are namely, research as a personal and scholarly practice, a reflective practice, a collaborative practice and a technology-enabled practice. Surrounding these key areas are shared values of: (i) excellence, rigor and creativity; (ii) agency and wellbeing; (iii) sense of community, social responsibility and service to others; and, (iv) integrity, agency and future-ready. Further validation of the framework was conducted through focused group discussions across three faculties of study. Collaborative reflections among faculty members and research students were undertaken to further define specific research competencies as well as mindsets. A natural outcome was the conceptualization of three courses pilot-test the application of the framework in varied learning spaces for a range of learners within the Open University unit. MyPORTAL Course 1 is a formal course for graduate-level students crafting their personalized learning plans for selected research-related outputs while ASCEND Course 2 is non-formal short course for professional research staff and students to navigate their academic writing and research with the use of Generative AIs. WORKSPACE Course 3 is a self-paced micro-course as an opportunity for faculty members to spend dedicated sensemaking on current practices in mentoring and research supervision. These courses are meant to operationalize intentional learning alliance and community building to harness researcher identity development and sense of agency among research students in ODeL programs. Further research is recommended in launching these courses and towards the creation of graduate research support teams with researcher development specialists and volunteer research trainers and learning designers. The teams are meant to go beyond administerial functions to ensure exemplary pedagogy and practices, benefiting both research supervisors and their students. The study all the more highlights the Open University’s unique identity as a progressive driver of innovation and within a dominant residential-based university system’s seeking to translate the transformative education rhetoric into actual practice at the program and course levels. Finally, we lay our claim of an ODeL research culture that is truly open, collaborative and future-ready.

Harnessing AI

Integrating digital tools in education is essential for innovative teaching and learning (Msafiri et al., 2023). However, their mere availability does not ensure effective implementation. This presentation explores the development of an AI-powered chatbot designed to assist academics and learning designers in effectively using digital tools. Guided by the Technological Pedagogical Content Knowledge (TPACK) model and the Teaching Enhanced Learning Accreditation Standards (TELAS) framework, this project aims to bridge the gap between tool availability and effective usage. Effective implementation of digital tools begins with human factors, precisely the vision and expertise of educators. To achieve this, the TPACK model highlights three critical domains: technological knowledge, content knowledge, and pedagogical knowledge (Mishra & Koehler, 2006). These domains are critical to the effective and successful implementation of digital tools in the teaching-learning ecosystem. Our AI-powered chatbot leverages the TPACK model to connect educators’ pedagogical and content knowledge by conducting a needs assessment based on user-provided inputs and recommending suitable tools for enhanced teaching and learning. The chatbot interacts with users through precise, conversational inquiries, gathering detailed information on course titles, learning objectives, students' expectations, delivery methods, interaction types, desired tool functionalities, and accessibility considerations. This comprehensive approach ensures the chatbot provides well-informed, contextually relevant responses and resources to the users, thereby enhancing instructional effectiveness. By offering continuous support through our self-enrolled teaching support Canvas site, the chatbot ensures educators have access to assistance when needed, making it particularly beneficial for busy academics and learner designers. This then breaks the traditional barriers of time and place and offers users flexibility and real-time quality digital tool solutions. The chatbot knowledge base is built from a comprehensive tool document that maps each available tool at the [university name] to the TELAS framework. This framework sets rigorous standards and criteria for evaluating the quality of online environments, making it ideal for assessing tools across critical domains, including the online learning environment, learner support, learning and assessment tasks, and learning resources. By configuring this quality resource, the chatbot empowers educators to develop a deeper understanding of effectively integrating technology into their teaching practices for a successful learning experience Additionally, the chatbot provides real-time solutions on available tools, supporting continuous professional development and helping educators stay updated with the latest digital tools for their teaching needs. It offers use cases and knowledge base articles, addressing fragmented knowledge, time constraints, and technical expertise gaps, making it a valuable resource for newly recruited learning designers or academics to easily familiarise and induct themselves in the digital tool space. It offers quality assurance in tool usage by employing the TELAS framework. Moreover, the user data collection can provide insight for organising tailored training and support for academics. In conclusion, this presentation demonstrates the practical application and benefits of our AI-powered chatbot to improve digital tool integration in education. Using the TPACK and TELAS frameworks, the chatbot provides personalised support, helping educators seamlessly incorporate technology into their teaching and offering real-time recommendations to address digital tool challenges. It helps both new and experienced educators enhance their teaching, combining technology, pedagogy, and content knowledge for effective learning.

Ask Me

In this poster, we share ongoing research into the use of realistic AI-generated avatars for education in a large Australian business school. These highly realistic avatars have been used as educational presenters to provoke critical discussions on ethical AI by immersing students in text-to-video technology (Vallis et al., 2024). From this initial study, an emergent typology for avatars in educational media has been developed, to help educators design for teaching and learning based on learning purposes and modes of delivery Britton & Vallis, 2023; Vallis & Britton, 2024). Such practical, theoretical guidance in designing, developing, and deploying AI in education is much needed (Dawson et al., 2023). Drawing upon learnings to date, we further explore synthetic media designs for effective and ethical use in education. The poster presents three use cases of synthetic media with QR codes to demonstrate their application and to facilitate discussion at the conference. An additional fourth QR code will be added to gather participant feedback on which use case they found most compelling and educational, as well as their reasons for their preferences. The first use case explores short video presentations, where synthetic media offers students a choice of accents, voices, and faces to present educational content (Dao et al., 2021). This approach aims to free teacher time for more learner guidance and communication, potentially enhancing learning outcomes. Video-based learning can enhance student engagement and understanding by providing flexible, interactive, and visually stimulating experiences (Sabli? et al., 2021). The second use case is ‘Ask me’, a trial of a realistic avatar that answers frequently asked questions. Multimodal AI, like GPT-4o, with integrated voice, video, and audio capabilities, can simulate real-world scenarios for educational scenarios with engaging and realistic experiences (Mollick & Mollick, 2023). Future use cases may include specific learning activities such as role-play and rehearsal. Multimodal feedback on student progress is presented in the third use case. A lifelike digital representation of a teacher has been designed to closely mimic a real human teacher’s appearance and expressions. Simple video feedback, generated based on student interactions with university systems and combined with a teacher’s text, is sent via email to enhance engagement. This trial is designed to augment feedback, rather than replace interaction between students and teachers (Bozkurt & Sharma, 2023). By presenting these use cases, we aim to provide practical insights and stimulate discussions on the ethical and effective use of synthetic media in education. Our preliminary findings indicate benefits to using AI-generated avatars, if the ethical implications and the quality of human-AI interactions are carefully considered in the learning design (Vallis et al., 2024).

Strengthening social presence and connectedness in 100% online courses through CONNECT

Over recent years, higher education has seen a significant shift toward online courses. Factors driving this change include digital technology ubiquity, diverse student populations, workforce demands, and the increasing need for more flexible learning environments (Serrano et al., 2019). However, while online course enrolments are rising faster than on-campus courses, retention rates remain lower (Australian Government, 2021). Evidence suggests that online education can negatively impact students’ sense of connection, leading to feelings of isolation and disempowerment (Roddy et al., 2017). This is also reflected in the Australian University Mental Health framework (Orygen, 2020) which emphasises creating supportive online learning environments that promote student well-being. The Australian Universities Accord (Australian Government, 2024) calls for universities to embrace TEL. However, given that research has shown the need for more professional development (PD) and support for online educators (Ahern and Biedermann, 2022; 2023), innovative, evidence-based strategies are needed for organisations to build capacity in online teaching. Drawing on a comprehensive review of literature, the authors developed CONNECT: a framework to enhance social presence and connectedness in online learning (Ahern et al., 2024). Grounded in research underpinned by Garrison et al.’s (2000) Community of Inquiry (CoI) framework, the principles of Universal Design for Learning (CAST, 2018) and leveraging TEL, this framework offers educators a roadmap for nurturing a sense of community that positively influences student well-being, engagement, and overall success. Key components of the CONNECT framework are: C - Communication is responsive and supportive O - Optimal online presence N - Nurture educational and professional growth N - Networking opportunities fostered E - Engaging communities of learning C - Contemporary and authentic content T - Timely and effective feedback for learning (Ahern et al., 2024). The study follows a quasi-experimental design to evaluate the effectiveness of CONNECT in guiding teaching staff to use evidence-based strategies to promote belonging and connectedness in online education. In phase one, CONNECT was implemented within a 100% online postgraduate (PG) subject. This presentation will showcase online teaching strategies used to apply all elements of CONNECT as implemented in phase one. Phase two, also showcased, involved creating and releasing an online short course as professional development for teaching staff across two PG online courses at the authors’ university: Master of Nursing (MN) and Graduate Certificate of Diabetes Education (GCDE). After these implementation phases, the third phase will measure the effectiveness of CONNECT across the two PG courses. Data will be collected via (i) a student survey and (ii) a staff survey. Data analysis will compare the experimental group (participants enrolled or teaching in MN or GCDE) against the control group (participants not enrolled or teaching in MN or GCDE). Data will be collected from students and teachers across Australian universities offering 100% online courses. We hypothesise that by implementing CONNECT, the study will (1) Show improved student satisfaction in the experimental group and (2) Add to the body of evidence to inform and support teaching staff to develop strategies that can help build connectedness and social presence in online learning.

Navigating the Virtual Environment

In the ever-evolving landscape of higher education, the intersection of learning spaces and technology presents unprecedented opportunities to enhance student experiences. This poster highlights the effective use of 360-degree technology to create immersive digital learning experiences across various STEM disciplines in an Australian University. This poster demonstrates the implementation of Universal Design for Learning (UDL) principles in virtual laboratory tours. Our 360-degree virtual tours embody UDL's core principles (Meyer et al., 2014) by offering multiple means of engagement through immersive experiences, representation via diverse media formats (textual overlays, audible descriptions, graphical elements, and interactive hotspots). By adhering to digital accessibility guidelines (Ismailov & Chiu, 2022), it ensures that our virtual laboratory inductions cater to a wide range of learning preferences and needs, potentially enhancing the effectiveness of STEM education for diverse student populations. Traditional induction processes are often delivered face-to-face, facing challenges like time constraints, safety concerns, and limited accessibility. The COVID-19 pandemic has further highlighted the need for flexible, remote learning solutions (Rapanta et al., 2020). 360-degree virtual tours overcome barriers by immersing students in a digital environment, allowing them to become familiar with procedures before entering physical space (Tan & Tan, 2021). This technology also supports dynamic learning environments, enhancing teaching effectiveness and student engagement (Christopoulos et al., 2018). The effectiveness of 360-degree virtual tours has been demonstrated across various areas, from hospitality education to construction safety training (Pham et al., 2018; Patiar et al., 2017). Virtual tours offer numerous benefits, including cost-effectiveness, accessibility, and enhanced engagement. They also support authentic, experiential learning without time or location constraints, potentially improving knowledge retention and attitudes toward learning (Cardona et al., 2023). A key benefit of 360-degree technology is its web-based implementation, making experiences accessible across a wide range of devices and operating systems. While implementation may require some initial investment in hardware and expertise, the availability of consumer-grade tools and simple workflows makes adoption increasingly feasible for educators (Tan & Tan, 2021). This poster outlines the process of developing, implementing, and evaluating 360-degree virtual tours. The development phase began with the implementation of virtual tours in ten laboratories with large enrollments. Using specialised cameras (Insta360 X3), we captured spherical photographs of these laboratories, allowing students to virtually explore as if physically present. To enhance interactivity and educational value, we integrated various elements such as hotspots, videos, and quizzes using SharePoint Space and H5P platforms. The implementation phase involved incorporating these virtual tours into the online laboratory induction process. We seamlessly integrated the tours with existing course management systems to ensure easy access for students. For evaluation, we focused on qualitative assessment methods to gain insights into student experiences and perceptions on aspects such as ease of navigation, perceived realism, and overall utility of the virtual tours. This assessment was conducted through surveys and informal discussions, offering valuable feedback on the virtual tours' effectiveness in preparing students for physical laboratory work.

Exploring the relevance of Universal Design for Learning implementation in the post-secondary landscape from the perspective of sustainability

This presentation showcases findings from a Canadian study which was carried out through 2023-24. This project explores an innovative facet of the momentum around sustainability within higher education, one that goes beyond the focus on environmental and operational preoccupations and concentrates on social and pedagogical sustainability. It examines the way the introduction of Universal Design for Learning (UDL) to a campus, through the creation of a cross-discipline community of practice, can (i) empower faculty to develop sustainable accessible practices within their own classroom, (ii) significantly reduce the reliance of the campus on accessibility services and reduce the pressure felt by these services, (iii) successfully integrate accessibility and inclusion within institutional strategic thinking around sustainability. The presentation synthesizes findings from a qualitative action-research project which examined perceptions and experiences of 14 stakeholders with different status and toles across the campus. The study adopted a phenomenological approach to data collection and analysis (Holland, 2014) and explored the participants’ own constructs in relation to the overlap between UDL and sustainability. Accessibility in the higher education has thus far been addressed through a medical model approach focused on retrofitting. In a nutshell, teaching and learning is designed for the ‘traditional learner’ and support services take on the task of supporting students who experience barriers in this design, with remedial, targeted services outside the classroom. The demographics of higher education, however, have changed widely over the last two decades, and retrofitting approaches are no longer sustainable. The volume of demand is growing exponentially, wait times increase, and the cost of Accessibility Services increases in a way that becomes unmanageable within most post-secondary campuses (NEADS, 2018). Universal Design for Learning (UDL) can address many of these strains on resources. Indeed, UDL is an emerging model for the management of diversity in the classroom which equips instructors to remove the majority of barriers to access to learning and support the needs of most diverse learners within the classroom itself (Al-Azawei et al., 2016). The literature highlights that most of the needs of diverse learners can be addressed with ease within the classroom itself once inclusive design and UDL are adopted and integrated as a mindset, across institutions (Baumann & Melle, 2019; Dalton et al., 2019). UDL can therefore address some of the concerns over the sustainability of current disability service provision models. The need for a sustainable lens in this area is therefore tangible and pressing. Accessibility services, student services personnel, and faculty are all painfully feeling first-hand the inability of the current structure to meet the needs of diverse learners and to address the volume of service requests. UDL has the potential to address this strain on support services and to re-empower faculty to create inclusive provisions within the classroom space. A practical example of this would be the considerable pressure placed on accessibility services to digitalize printed material or to seek alternate versions of PDFs that are shared in class but are not accessible with reading software. This is an example of costly, repetitive use of resources that can be solved sustainably by empowering instructors to use the UDL principles in their class design and not rely on print only or on non-accessible digital documents. This has immediate resource and funding implications. UDL integration represents a clear example of sustainable transformation: an initial focus on professional development with faculty leads to a reduction in spending and resources that are non-renewable (Fovet, 2017). The presentation showcases the wider implications for UDL development across the sector.

Transforming STEM Education with Design Thinking

This poster showcases the Technology-Enhanced Learning (TEL) pedagogy designed for a health discipline course at an Australian University. The use of the design thinking process for problem-based learning was implemented to enhance first-year students' creative and digital skills. Collaboration with the industry partners enabled an authentic learning experience. In the post-COVID era, students are more diverse, demanding, discerning, and inclined towards flexible learning to shape their educational experiences. To meet these evolving needs, we adhered to digital accessibility guidelines and Universal Design for Learning (UDL) principles, promoting inclusive education. A student-centric approach to TEL pedagogy is essential for delivering authentic and connected learning experiences (Ní Shé, 2022). In our health course, we designed interactive content using HTML5 Package (H5P) to create engaging learning materials and activities in health course modules. This included multiple-choice questions, interactive text, images, and videos, providing opportunities for students to answer questions, solve problems, and explore content knowledge. This also included formative feedback and opportunities for students to test their understanding. Additionally, design thinking was incorporated to allow students to test their understanding of the health applications, solve ‘wicked’ real-world problems and create human-centric solutions (Brenner et al., 2016). In a three-week course module, Week 1 presented an open-ended real-world problem, designed and developed in collaboration with an industry partner, to help students understand user needs and pain points. Later in the week, students defined the problem by narrowing the scope down and identifying characteristics of the user persona. In Week 2, students ideated multiple responses to the defined problem, utilising problem-solving skills and creativity (Jia, Jalaludin, & Rasul, 2023) to think critically and brainstorm the appropriate solutions using Miro, and then created a low-fidelity prototype to meet the user requirements. In Week 3, students applied their knowledge to test the solution against user needs, constructively aligned with the industry practices. Through the experience of design thinking to solve open-ended, real-world problems, we employed problem-solving learning pedagogy to develop an iterative process of group work (Dam?a & Wittek, 2020). Academics acted as facilitators rather than traditional lecturers, providing support and resources as needed, but allowing students to take the lead. Students took responsibility for their learning by collaborating to explore design thinking and refining their solutions as they gathered information and feedback from various sources, integrating their own disciplinary knowledge as jigsaw pieces (Calkins & Rivnary 2022). For the purpose of authentic assessment, we designed challenging activities that required students to apply design thinking in problem-solving. The assessment tasks focused on both the process and the final solution, as well as the reflective component, including self-assessment and peer assessment. Students increased their effort towards this problem-based assessment because it held more real-life relevance and allowed them to apply their knowledge and skills in practical contexts.

Rethinking content design for Small 3cp Units

A new early childhood course at the University of New England (UNE) has been developed with a combination of 3cp and 6cp units. The 3cp units were developed with consideration to the UNE early childhood student cohort. Research on current early childhood students indicated that they are working full time alongside their studies in early childhood environments, and they can find the transition from TAFE to University difficult. The course was designed so that students started their degree with the 3cp units, with the aim to build their confidence and competence in academic skills, and include relevant and practical content that could be applied within their early childhood context. The purpose of this pecha kucha is to provide an example of practice in development of smaller credit point units across a whole course. The learning design team and early childhood team at UNE worked collaboratively on the new course design. As the early childhood team had a full-time teaching load while content development was also a priority, early childhood researchers were engaged to write content. We wanted to design the 3cp units with a consistent approach across the course and with a similar pedagogical flavour. Traditionally, we also noticed that when creating unit content and assessment, content writers often focused on the ‘hours’ model of developing to 150 hours per unit (for a 6cp unit). The challenge was to consider the right amount of content for 3cp units for our student audience. We needed to shift thinking from the ‘hours’ model to ensure that the development of 3cp content was led by the learning outcomes and assessment requirements, with content being scaffolded into this, also known as backwards design (Davis et al., 2021). McEwan et al. (2023) identify that in academic development and curriculum design, it is necessary to provide a balance between theory and practice. So, we developed a guidance note for staff who were writing content, and a corresponding template in which to develop the content. The guidance note encouraged staff to think differently from the hours model, and encouraged content writers to think practically about the various tasks they were asking students to complete. For example, we researched average reading speeds in online environments and how this may impact the length of time to read and comprehend topic notes. We also developed a consistent structure for content within the 3cp units that we thought would be reasonable. This was the starting point for content writers to develop content. The benefit of this is that most 3cp units have approximately the same amount of content and number of topics, aiming to create a consistent student experience. We are currently conducting research to determine the effectiveness of the 3cp units, and if they are targeted appropriately for students to help them transition from TAFE to University, and if they find the workload too much or too little. This research may also be relevant for the development of other short courses in higher education institutions.

Examining Teachers’ Professional Learning in an Online Asynchronous System: Personalized Supports for Growth and Engagement in Learning to Teach Statistics and Data Science

Teachers’ professional learning often includes online components. This study examined how a case of 37 teachers utilized a specific online asynchronous professional learning platform designed to support teachers’ growth in learning to teach statistics and data science in secondary schools in the United States. The platform’s features and learning materials were designed based on effective online learning designs, supports for self-guided learning, and research on the teaching and learning of statistics and data science. We paid particular attention to the features we designed into the platform to support self-regulation and personalizing the experiences to meet their preferred learning goals such as allowing for free choice of learning materials, flexibility of when and how long to engage, providing personal recommendations based on user input, internal systems to track progress, and generating certificates of completion. In this study, we used a case study with both quantitative and qualitative data to examine whether teachers had gains in meeting learning goals related to their development in teaching statistics and data science, had sustained engagement, and found the features for personalization supportive for their learning. Results showed, overall, positive growth towards meeting learning goals and making small changes towards improved classroom practice. Most teachers were generally engaged in sustained ways across the study period, though we found six different patterns of completion that highlight ways in which teachers’ goal-directed and self-regulated learning occurred within the busy schedules of educators. Several personalized features, especially the recommendations and tracking system, were highly utilized and perceived as supportive of teachers’ learning.

Metahuman

In contemporary education, there is a growing recognition of the importance of preparing learners with essential soft skills and the ability to engage in safe-to-fail tasks. Introducing the concept of failing safely and practising complex conversational skills in a controlled, virtual environment is crucial for students to effectively apply these skills in real-world situations (Korhonen et al., 2023). Our project, titled Metahuman, introduces an AI-powered simulation-based learning experience where learners interact with 3D virtual humans in real time. These virtual humans serve as guides and facilitators, simulating diverse interpersonal scenarios encountered in professional settings. This approach is rooted in simulation-based learning, where learners can explore and engage in various scenarios without the risk of real-world consequences (Chen & Lu, 2022). The Metahuman is designed with dynamic personalities that emotionally respond to learner input and feature realistic voices; these adaptive, simulated environments have been shown to foster critical thinking and professional conversation skills (Ruokamo et al., 2023). One application of Metahuman is within the healthcare sector, where nurses (learners) can practise screening a patient (Metahuman) for Tuberculosis in a virtual clinic. Nurses learn to navigate complex patient scenarios, building their skills and confidence in a controlled setting. This experience highlights how simulation-based learning can enhance competence and preparedness for real-world challenges, as discussed by Wu and Yu (2023). Central to the Metahuman experience is an AI-driven mentor that delivers contextual feedback in real time, aligned with specific learning objectives and competency frameworks. These frameworks and objectives provide safeguards for how the Metahuman interacts with learners, ensuring that the scenarios presented are both relevant and educationally sound. Robust prompts designed by educators and learning designers govern the interactions between learners, the Metahuman, and the AI mentor. This structured interaction enables learners to receive personalised guidance, enhancing skill acquisition and reflective practice. Automated transcripts of these interactions capture learning outcomes, providing evidence of learner progress and foster continuous improvement (Niu et al., 2023). These transcripts serve as valuable resources for self-reflection and feedback for both learners and educators, and allow learners to deepen their understanding of the skills practised in the scenarios (Wu & Yu, 2023). To further support the educational process, Metahuman includes prompt and virtual human templates that allow for rapid development of diverse scenarios. This flexibility enables educators to tailor learning experiences to specific needs, making it easier to integrate Metahuman into various educational contexts. The platform’s accessibility through web browsers, without requiring additional installations, supports cost-effective scalability and broad adoption across different settings. This ease of access ensures that Metahuman can be integrated into diverse learning environments without significant technical barriers (Chen & Lu, 2022). This poster presentation will showcase Metahumans key features and functions, emphasising its potential to revolutionise soft skills education through safe-to-fail learning environments. The presentation will also provide insights from current implementations across the health, business, and marketing sectors, highlighting user feedback and outcomes. By aligning with well-established concepts such as simulation-based learning, Metahuman positions itself as a pivotal tool in the future of education, contributing to the ongoing discourse on educational transformation and digital innovation.

Students as collaborative partners

In contemporary society, Artificial Intelligence (AI) pervades numerous facets of our lives and is likely to impact many sectors and professions, including education. Tertiary-level students in particular face challenges regarding the use of AI for studies and assessment, including limited understanding of AI tools, as well as a lack of deep critical engagement with AI for learning (Shibani et al., 2024). To respond to emerging developments in generative AI, the recent Australian Tertiary Education Quality and Standards Agency (TEQSA) report suggests tertiary-level learning and assessments be designed to foster responsible and ethical use of AI (Lodge et al., 2023). This involves the development of AI literacy among students to engage with AI in critical, ethical ways that aid their learning and not hinder it. Our project aims to narrow the AI literacy gap among students from diverse study backgrounds by providing foundational knowledge and developing critical skills for practical use of AI tools for learning and professional practice, in collaboration with students and academics as part of a Students as Partners (SAP) initiative. Staff bring expertise in AI critical engagement and students bring practical, first-hand experiences of learning in this collaboration, supported by the university’s SAP program. Building on the current UNESCO recommendations for the use of generative AI in education (UNESCO, 2023) and prior theoretical frameworks on AI literacy (Chiu et al., 2024; Ng, et al., 2021; Southworth et al., 2023) we target key skills that higher education students should develop to meaningfully engage with AI. By creating accessible and engaging resources, such as instructional videos and comprehensive guides on generative AI applications like ChatGPT and ways to prompt for enhancing learning, we introduce existing AI tools and teach students to use them effectively, promoting a hands-on learning environment. Using learning design principles, the developed curriculum will be presented in an AI Literacy module on a Canvas site, with supporting instruction workshopped with student participants for evaluation. Student cohorts recruited from diverse disciplines will pilot and assess the effectiveness of the program, and qualitative methods such as focus groups and interviews will be used for evaluation of our intervention and continuous improvements. Findings will inform tertiary students’ current level of AI literacy and the effectiveness of interventions to improve key skills beyond their disciplinary knowledge, better preparing them for life beyond university. Indeed, the implementation of similar AI literacy courses has demonstrated statistically significant improvements in AI literacy and understanding of AI concepts amongst university students (Kong, Cheung, & Zhang, 2021). Our approach underscores the importance of relational engagement in higher education with students as partners (Matthews, 2018) and participatory design with students in a topic that is significant in the current age of AI (Laupichler et al., 2022). The course's flexibility to be accessed directly or embedded into other curricula ensures scalability and broader impact, solidifying the validity of our multifaceted approach. Through utilising relevant research methodologies and learning design principles, we endeavour to create an AI literacy course that is robust, accessible, educational, and engaging to use by tertiary-level students from diverse study backgrounds.

Designing-in WebGIS Tools for digital learning terrains in Natural Environments

Authentic learning environments (Herrington et al., 2014) have been widely acknowledged in creating engaging, meaningful and deep learning experiences, including for “novice” first-year undergraduate students (Roach et al., 2018). Natural Environments (ENVS10001) is a first-year undergraduate subject (unit) that aims to deliver foundational understanding of earth systems and processes to support studies in agriculture, natural resource management and civil engineering. One main obstacle to facilitating understanding in this domain is the unfamiliar scales of the landscape processes and phenomena (Resnick et al., 2017). Natural Environments has been using the granitic geology dominated landscape of Glenrowan in northeastern Victoria (Australia) as an authentic case study. In this presentation we explain how and why we re-designed authentic learning aligned tutorial interactions by integrating student-driven navigation of WebGIS tools such as Geoscience Australia and NatureKit portal to: (a) enable students to build understanding of how geology, geomorphology and ecology interact to result in the dynamic landscapes in the environment; (b) equip students with fundamental and valuable knowledge and skills in accessing free and publicly available datasets useful in their academic and future professional work; (c) demonstrate the authenticity of the curricular content to establish higher levels of learner engagement. The current learning design where dynamic control and interaction with spatial data is central, is just one iteration in the series of previous designs that moved from non-digital to static-digital resources in the learning environment. Generally, an anchored instruction aligned approach (The Cognition and Technology Group at Vanderbilt, 1990) was adopted. Prior to the tutorial, students attended two one-hour lectures explaining the structure of the earth, plate tectonics, and global-scale structural (volcanic and tectonic) landforms. We wanted students to develop an understanding of how, over “unfamiliar” geological (time) and spatial scales, geomorphological processes operating across different rock types resulting from geological processes (e.g. granite pluton emplacement amongst sedimentary rocks) result in the landscapes observed presently. During the class, with tutors as guides, students worked in groups and learnt how to use the Geoscience Australia portal to explore the Glenrowan region, centered around the Warby Ranges and the surrounding plains. Professional instructional videos developed in collaboration with the University of Melbourne Learning Environments media team were used to demonstrate how to use the portal to find geological and geomorphological information. Students were guided in the use of Google Earth to visualise terrain in pseudo-3D and using elevation transects. The spatial correlation of landform patterns and elements with different surface and subsurface geologies was key to unlocking students’ abilities to explain the “why” and “how” of landscape evolution, albeit at the basic level. Students had mostly positive experiences and learning outcomes shown in the post-subject survey (n = 30; scores of 4.6 to 6.0 for 12 questions on 7-point Likert scale) and comments. Technical issues encountered due to simultaneous class access to the portal, and gaps in explaining specific functionalities and their potential for further understanding, were highlighted. The authors acknowledge the strong support for this work through the University of Melbourne’s FlexAP programme.

Exploring the Needs of Facilitators of Microcredentials

Microcredentials are a significant development as a higher education offering with potential for addressing learner, industry, and government needs (Varadarajan, Koh & Daniel, 2023). As a type of shortform learning, microcredentials can be taken as individual short online courses to upskill for industry, with some available for credit towards a degree in higher education. These emerging offerings are relevant to technology enhanced learning in their online design and in the pedagogy of shortform learning. In the context of the broader issues of graduate outcomes and diversity mandates (Australian Higher Education Standards Framework, 2021) microcredentials are affirmed as part of the promise of solutions in higher education with the release of the Australian Qualifications Framework Review 2019 (Noonan, 2019), National Standards Framework for Microcredentials 2021 (Department of Education, Skills and Employment, 2021) and The Australian Universities Accord final report (Department of Education, 2024). Other broader issues high on the agenda are quality assurance and the student experience (Australian Higher Education Standards Framework, 2021). As progress is made towards microcredential offerings becoming business as usual, research is needed to ensure practice and improvements are shared between universities as they too begin or increase their offerings of credit bearing microcredentials. Facilitators of microcredentials are often experts whose industry experience is valued in higher education by learners and government, given the focus on the importance of graduate employability (Department of Education, 2020). Yet, the experience, perspectives and professional learning needs of the facilitators of microcredentials are not extensively addressed in the literature. This research will investigate the experiences and needs of facilitators of microcredentials, many of whom may not have the traditional prerequisites for being an academic or educator in higher education. This work engages facilitators as participants for insights into the ways higher education institutions could better support their contribution in the unique context of microcredentials as credit-bearing shortform learning. This study is situated in practice (Lave & Wenger, 1991) in a university context with substantial online microcredential offerings facilitated by industry professionals. Much resourcing has gone into the learning design of the microcredentials in this context, optimising the technology enhanced learning potential of the online offerings (synchronous and asynchronous). This study has arisen from practice in the work of moderating microcredential assessments. It explores current facilitation and feedback practices within the technology enhanced learning context of microcredentials. This study aims to explore the research question: What further support is needed for facilitators of credit bearing microcredentials?, by investigating the priorities for professional learning support to facilitators, particularly in relation to curriculum and assessment practices. The research design is a qualitative study (Denzin & Lincoln, 2005) involving semi-structured interviews (Bearman, 2019) with facilitators of credit-bearing microcredentials. This project advances the call for further research into microcredentials (Che Ahmat et al., 2021; Selvaratnam & Sankey, 2021) and will inform future practice in supporting facilitators with the broader benefits of enhancing quality assurance and the learner experience. This Pecha Kucha presents the practice context and initial findings identifying the priorities for professional learning needed by facilitators, specifically on feedback and ‘assessment for learning’ practices in credit-bearing microcredentials.

Co-designing an artificial intelligence (AI) literacies framework for learning designers

Advances in artificial intelligence (AI) are undoubtedly changing the practice and profession of learning design. While the full impact is yet to be realised, learning designers grapple daily with the challenges, risk, and opportunities these technologies represent for changing how students learn, how faculty teach, and how we design. So, what knowledge, skills, and mindsets do learning designers need to survive and thrive in a post-AI higher education sector? This paper reports on a project to co-design an AI literacies framework for and with a team of learning designers. Using the world café method, we conducted an online workshop with a group of 18 learning designers, drawing on our collective experience and expertise to ideate and refine the essential elements of an AI literacies framework. The data generated was then coded and thematically analysed to develop a practical framework comprising four domains and 16 specific elements, each elaborated to describe the knowledge, skills, and mindsets required for post-AI learning design. This framework informs the development of training programs and professional learning opportunities for learning designers.

Navigating the places we now inhabit

Learning design involves creating educational opportunities that are engaging and effective. In many countries, this process must attune to indigenous ways of being and knowing. In the context of Aotearoa New Zealand, the learning design process requires the ability to create culturally inclusive learning opportunities that are respectful of Maori culture, but also beneficial to all learners - a process that calls for deeper reflection and understanding of tikanga Maori (Maori customs and practices). This paper highlights the experiences of migrant learning designers and teachers in Aotearoa New Zealand, who work at the intersection of Maori knowledge and Western educational practices. As non-indigenous immigrants, learning designers, teachers, and educational researchers, the authors drew on autoethnography as the methodology, to analyse and reflect on their role as allies of Maori, the indigenous people of Aotearoa New Zealand. This research aims to find and share ways of reconciling principles of learning design with different ways of knowing, whilst honouring the Maori culture. The paper contributes to wider debates in education that discuss how indigenous knowledge systems can enrich modern educational practices.