1. CRICOS Provider No: 00300K (NT/VIC) 03286A (NSW) RTO Provider No: 0373 TEQSA Provider ID PRV12069
New trends for HE in Australasia:
Learning to be agile
Professor Michael Sankey
Director, Learning Futures and Lead Education Architect
President, Australasian Council on Open Distance and eLearning (ACODE)
Community Fellow, Australasian Society for Computers in Learning in Tertiary Education (ASCILITE)
michael_sankey

2. Charles Darwin University acknowledges all
First Nations people across the lands on
which we live and work, and we pay our
respects to Elders both past and present.
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Ten-nah co-toe
and
Key-or-rah

3. • The rise of the skills economy
• The real possibilities of Microcredentials
• The challenge of AI – Learning tools, Analytics & Cheating
• The true hybridization of learning opportunities
• Getting real about First Nations Knowledges and diversity
• The work readiness of our graduates
Some discernable emerging trends
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4. The rise of the skills economy
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5. • 480,000 fee-free TAFE and community-based vocational education
places
• $1 billion one-year National Skills Agreement 2023 – 2024
• 20,000 additional university places = $485.5 million
• 10,000 New Energy Apprenticeships
• The Government is establishing Jobs and Skills Australia (JSA)
• So, this means a greater reliance on technology to conduct, record,
progress and further augment skills-based education
• This effects our learning platforms, curriculum management and
student management systems
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6. • Two prominent reviews in 2021.
• Strengthening Skills: Expert Review of Australia’s VET system,
noted their potential for providing more flexible training options for
industry. The review recommended consideration for further encouraging
their use.
• Review of the Australian Qualifications Framework (AQF Review)
The AQF Review recommended that policy guidelines be developed to allow
the recognition of micro-credentials for credit.
• These reports highlight how Microcredentials can modernise Australia’s
training landscape, as part of broader reform work in VET and HE.
The real possibilities of Microcredentials
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7. • 9 NOVEMBER 2022
• The Pilot will assist higher education providers to design and
deliver microcredentials in fields of national priority, in partnership
with industry.
• $18.5 million in grants, of $100,000 per credential
• Implications to the LMS, SMS, CMS
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9. • Where 1st Gen AI applications relied heavily on human-
produced models for harvesting and analyzing data (deep
learning), 2nd Gen AI now harvests data and generates its own
models.
• It learns and improves over time.
• This promises to help us more easily generate insights from
large institutional data lakes.
The challenge of AI – Learning tools,
Analytics & Cheating
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10. • OES developed a web-based application to proactively support
at-risk learners.
• Their AI machine identifies the risk factors impacting student
success and delivers those factors in real time to teaching and
support staff.
• Learners are contacted by SMS & email from the LMS & CRM.
• In return they have seen an increase in pass rates and
progression for those learners who received this support.
e.g. OES
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14. • Back in the ‘good old days’ of contract cheating, ‘essay mills’ would be selling
written assignments to order for about £400 for a 20-page essay.
• A study by Newton (2018) found that 15.7% of students surveyed admitted to
paying someone else to write an assignment.
• Now, an unintended consequence of generative ‘Transformer’, AI systems such as
GPT-3 (and soon GPT-4) is that they democratise cheating.
• A student can generate an entire essay in seconds, at a cost of around 50 US
cents.
Sharples, M. (2022) Automated Essay Writing: An AIED Opinion. International Journal of Artificial Intelligence in Education.
Springer Nature. https://doi.org/10.1007/s40593-022-00300-7 14
Are our essays authentic assessment?

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https://intelligence.weforum.org/topics/a1Gb0000000pTDREA2?tab=publications

16. AI doesn’t always get it right
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https://www.teqsa.gov.au/preventing-contract-cheating

18. • There are approx. 1400 sites associated with academic
fraud and contract cheating blocked by CDU.
• 84% of these are provided by TEQSA.
• It’s one thing to say we need to change assessment to be
more authentic, but we need to be able to back that up in
a consistent way.
• That means time (proxy for $’s). Or we don’t rush it.
• Two steps: Teachers need a meta understanding around
how they are teaching, and
• Need assessment mentors to help them.
Cheating vs Authentic Assessment
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Month
2020
2021
2022

23. Unit 1
Effective teaching
Unit 2
Technology enhanced
learning
Unit 3
Curriculum design
Unit 4
SoTL
Set up Portfolio
10%
Blog post
10%
Blog post
10%
Blog post
10%
Essay
30%
Essay
30%
Essay
30%
Essay + Prez
30%
Report
30%
Essay
30%
Prez
30%
Essay
30%
Report
30%
Posts
30%
Essay
30%
Teaching Plan
30%
Essays and Quiz’s eazy peazy for AI
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24. Instead, can we
please think
about:
Human voice
Images
Collaboration
Peer-review
Poster/infographic
ePortfolio/reflection
Work Integrated Learning
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https://ro.uow.edu.au/jutlp/vol19/iss2/02/

25. • We have been playing with different notions of this for 20+ years
• We are now seeing new room configurations emerge
• These are primarily linked to the online tools, as opposed to
retrofitted
• Clearly this aligns to the different business models of the
providers
The true hybridization of learning opportunities
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26. • Our students will be:
• information literate;
• imaginative and enduring innovators;
• culturally responsive in their engagement with First Nations
communities and issues;
• impactful and Influential leaders;
• ethically and socially just; and
• creative and courageous communicators.
Getting real about First Nations Knowledges
and diversity
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27. • Honouring Australian First Nations knowledges and cultures
• We believe in recognising, embedding and celebrating the
transformative leadership of First Nations people at CDU. We
will work together to achieve the aspirations for the future
prosperity of Australia’s First Nations peoples for the
betterment of all Australians.
Principle 5
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28. • Curriculum management
• Curriculum design
• Responsive mobile friendly L&T Systems
• Digital fluency training
• In context help in language
• Community mentoring
What does that mean for our systems?
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29. The work readiness of our graduates
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30. LMS
& associated tools
O365
& associated tools
Pre Uni Undergraduate Post-graduate Work
Year 1 Year 2 Year 3-4
Work focused patterns for student usage
VLE
Workplace technologies
O365
& associated tools
LMS
& associated tools
Assessment

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32. Productivity tools and behaviours
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34. • Fun times ahead
My last words
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