

Melbourne CSHE Scholarship of Technology Enhanced Learning – a digital education network Hub
We reimagined the 2023 SoTEL Symposium as a series of Trendsetter (Keynote) presentations over a number of weeks, alongside submitted presentation abstracts published in PJTEL. It turned out that this was fortuitous as New Zealand suffered major flooding and Internet outages during February – February seems to have become the annual ‘disaster’ month for NZ due to climate change!
See the Figshare Trendsetter presentation recordings below:
Charles Sevigny- Associate Professor, Anatomy and Physiology
As artificial intelligence technologies continue to evolve, chatbots such as ChatGPT are finding new applications in fields ranging from customer service to language translation. In education, ChatGPT has been gaining attention as a tool that could assist students in their studies. While it presents numerous benefits, such as instant access to information and personalised feedback, it also carries potential risks, including the possibility of students using it to cheat on exams or assignments. In this article, we will explore the ways in which these risks can be mitigated through the crafting of thoughtful and strategic exam questions.
Shamefully, I have engaged in the now-ubiquitous trend of utilizing ChatGPT to write my opening paragraph. This is not to make a point, but simply because I am lazy and pressed for time- traits which I believe will be shared across most students who elect to engage in ChatGPT-facilitated academic misconduct simply to scrape by in their subjects. But before we raise the rapier of trepidation and return to holding exams on stone tablets, I’d like to share my experience of what this tool can and can’t do effectively, for good or for evil.
In its current state it is not a tool for academic excellence, at least not to the standard expected in tertiary education. It does, however, do some things reasonably well.
To assess the risk of students using this tool to generate and plagiarise answers for assignments and tests, I ran my exam from last semester through to see how it would cope. My experiences and observations are in the context of Biomedical Science, but some may be applicable elsewhere. In short, it failed the exam.
What ChatGPT can’t do (yet):
You may find that you are already doing most of these things for S/LAQs for a similar reason. During the pandemic, we learned to write questions that couldn’t simply be ‘Googled’. While ChatGPT may compile sources and write to a high grammatical standard, it is still limited by the same database as any search engine.
Despite being on the borderline of pass/fail for my second-year exam, it completely fell apart when attempting to answer the caliber of questions set for third-year subjects. While the above techniques still apply, requiring understanding only held by experts in their field had the generated answer riddled with errors and occasionally completely invented principles.
The higher the complexity of information, or the higher it sits on Bloom’s, the worse ChatGPT will perform.
In conclusion, I still sleep easy. While AI technology will continue to evolve, in its current state it will not be receiving a degree from this University. Our best defense against ChatGPT being used for evil is to continue crafting, in its own words, “thoughtful and strategic exam questions”.
Share you experience in crafting questions only a human can answer in the comments!
Four examples of innovative curriculum design and redesign from graduates of the #EDUC90970 elective from the GCUT Class of 2022
BOWNE, JAIRUS; Brannelly, Laura; WADLEY, GREGORY; Osborn, Lisa; MIBUS, LISA; Cochrane, Thomas (2022): SoTEL Showcase#4 2022. University of Melbourne. Media. https://doi.org/10.26188/21539898.v1
The Immersive Reality BootCamp ran over 4 sessions 20th-23rd June 2022
Notes and links to resources are available at:
Recording of the Introductory Webinar is available at:
Recording of the Expert Panel Discussion is available at:
Photos from the DLH HMD Workshop on 22nd June:
Photos from the Arts Digital Studio CAVEs on 23rd June:
#ASCILITEMLSIG open webinar Series 2022
Episode#1 recording @ https://doi.org/10.26188/6295b6b7690a6
Episode#2 24th June featuring @david_sinfield https://ascilite.org/events/mobile-learning-sig-monthly-open-webinars/
Developing your teaching-research nexus: Identity, performance & methodologies
Deneen, C., Cochrane, T., BUSKES, G., GYGER, E., MORTON, C., TREGLOAN, K., & TOOVEY, R.. (2022). The Higher Education Teaching Research Nexus Webinar Episode#2. doi:10.26188/6287192f2eff7
Altmetrics for amplifying research impact
Cochrane, Thomas; BUSKES, GAVIN; Deneen, Christopher; GYGER, ELLIOTT; Hayward, Kate; Law, Siew Fang; et al. (2022): The Higher Education Teaching Research Nexus Webinar Episode#1. University of Melbourne. Media. https://doi.org/10.26188/19380557.v1
This Showcase features four case studies of Blended Synchronous Learning (BSL) practice from a variety of discipline contexts. Presenters discuss their experiences of facilitating BSL environments, providing tips and hints as well as identifying issues in a discussion format with participants.
Suitable for
Academic staff looking for examples of educational design research in different disciplines presented by peer practitioners.
Presenters
https://events.unimelb.edu.au/melbourne-CSHE/event/13780-sotel-showcase-1
RECORDING: https://doi.org/10.26188/19492406.v1
CITE:
COLEMAN, KATHRYN; LUMANTARNA, ELISA; McNally, Clare; Thompson, James; Helal, James; Cochrane, Thomas (2022): SoTEL Showcase #1 2022. University of Melbourne. Media. https://doi.org/10.26188/19492406.v1
THETRN is a new 6-episode webinar series will be co-presented with invited Deans of Teaching and Learning and will explore the interface between teaching and research across various disciplines.
The series will also feature a panel of experts from across the university discussing a range of issues at the nexus of teaching and research. The sessions will be presented live and recorded.
Suitable for
ECR and MCR lecturers looking to engage in lively discussions around the issues surrounding the teaching-research nexus in various discipline contexts.
Partner
This series is a collaboration between the University of Melbourne Centre for the Study of Higher Education (CSHE) with and funded by the Researcher Development Unit (RDU).
Schedule
Background Resources
Cochrane, T., Coleman, K., Belton, A., Fitzgerald, E., Glasser, S., Harris, J., Melzack, G., Spreadborough, K., & Mactavish, K. (2021). #DataCreativities: Developing a trans-disciplinary data visualization framework from Arts practice to teaching and learning during COVID19. Pacific Journal of Technology Enhanced Learning, 3(1), 8-10. https://doi.org/10.24135/pjtel.v3i1.84
Cochrane, T. (2020). Altmetrics and Social Media: Amplifying research impact. https://doi.org/10.6084/m9.figshare.13356608.v1
Cochrane, T., Redmond, P., & Corrin, L. (2018). Technology Enhanced Learning, Research Impact and Open Scholarship. Australasian Journal of Educational Technology, 34(3), i-viii. https://doi.org/10.14742/ajet.4640
Great work by the #SoTELNZ Team in putting together another awesome virtual Symposium 16-18th Feb – looking forward to SoTEL2023 now!
A few screenshots and examples of SoTEL Symposium presentations for those who missed the event – Trendsetter and Pecha Kucha presentation abstracts can be found published at https://ojs.aut.ac.nz/pjtel/issue/view/7
Aiello, S. (2022). Supporting Online Paramedic Education within a Covid-19 Era . Pacific Journal of Technology Enhanced Learning, 4(1), 4-5. https://doi.org/10.24135/pjtel.v4i1.122
Spreadborough, K., & Glasser, S. (2022). A literature review on the use of retrospective LMS data to investigate online Teaching and Learning practices. Pacific Journal of Technology Enhanced Learning, 4(1), 12-13. https://doi.org/10.24135/pjtel.v4i1.131
Cochrane, T., & Stretton, T. (2022). Enhancing Health Care Education and Practice Post COVID. Pacific Journal of Technology Enhanced Learning, 4(1), 8-9. https://doi.org/10.24135/pjtel.v4i1.121
Bone, E., Evitaputri, D., & Santaanop, P. (2022). Mobile learning in higher education environmental science: state of the field and future possibilities . Pacific Journal of Technology Enhanced Learning, 4(1), 1-3. https://doi.org/10.24135/pjtel.v4i1.123
Morgan, S. (2022). Enhancing coding skills with CloudStor SWAN. Pacific Journal of Technology Enhanced Learning, 4(1), 48. https://doi.org/10.24135/pjtel.v4i1.148
In the words of Valance from the AUT Powhiri introduction to the Symposium: “Welcome to the SoTEL Hotel – you can check out but you can never leave!”
Find out more at https://sotel.nz
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