bluuebunny/crossref_metadata_2025 huggingface dataset:
Self-healing spatiotemporal Airy wave packets
Authors: Wang Haizhou , Chen Weiqi , Xue Jia , Sun Yanxiao , Zhang Heze , Zeng Chao , Wei Bingyan , Mao Dong
Published: November 2024

The Airy waves, characterized by unique self-accelerating, self-healing, and nondiffracting properties, have widespread applications in particle manipulation, biomedical imaging, material processing. The investigations of Airy waves primarily focus on either spatial or temporal dimensions, and the generation of spatiotemporal Airy wave packets remains a complex task. Herein, we demonstrate the self-healing spatiotemporal Airy wave packets in a fiber laser based on the programmable pulse shaper and liquid crystal cubic-phase plate. The properties of Airy wave packets rely on the imparted cubic frequency phase, geometric phase, and the input polarization state, giving birth to controllable spatiotemporal profiles. The self-healing behaviors of spatiotemporal Airy wave packets are verified in both temporal and spatial domains. These time-space dynamically adjustable Airy wave packets hold significant potential for applications in dynamic microscopy imaging and high-speed optical data transmission.
Self-healing spatiotemporal Airy wave packets
Authors: Mao Dong , Wang Hai , Chen Wei , Xue Jia , Sun Yan , Zhang Heze , Zeng Chao , Wei Bingyan
Published: November 2024

The Airy waves, characterized by unique self-accelerating, self-healing, and nondiffracting properties, have widespread applications in particle manipulation, biomedical imaging, material processing. The investigations of Airy waves primarily focus on either spatial or temporal dimensions, and the generation of spatiotemporal Airy wave packets remains a complex task. Herein, we demonstrate the self-healing spatiotemporal Airy wave packets in a fiber laser based on the programmable pulse shaper and liquid crystal cubic-phase plate. The properties of Airy wave packets rely on the imparted cubic frequency phase, geometric phase, and the input polarization state, giving birth to controllable spatiotemporal profiles. The self-healing behaviors of spatiotemporal Airy wave packets are verified in both temporal and spatial domains. These time-space dynamically adjustable Airy wave packets hold significant potential for applications in dynamic microscopy imaging and high-speed optical data transmission.
Changes at mobility space use in the cognitive mobility era
Authors: Zöldy Máté
Published: November 2024

Today’s society and one of its main pillars, mobility, is undergoing significant changes due to accelerated technological development. The previous mobility criteria may require revision due to changes. The work presents a study about the urban-rural-highway separation, which is widely used and crucial for the sustainability assessment of road mobility devices. Its characteristics are presented, and the test procedures based on them are considered. By comparing these with mobility trends, these need to be complemented due to the changing mobility use of space. The introduction of a new category, whose main dimensions are indicated, is proposed, and we highlight the areas where further research is needed.
THE APPLICATION OF A LARGE LANGUAGE MODEL FOR REDUCING FALSE POSITIVES IN ANOMALY DETECTION TASKS IN NETWORK TRAFFIC
Authors:   Orenburg State University, Bolodurina I.P. , Nefedov D.A. ,   Orenburg State University
Published: November 2024

Every year, network threats become more sophisticated and complex, which requires researchers in the field of network security to seek and develop new and more advanced methods for detec¬ting security threats. Despite the fact that constant research is being conducted in this area and researchers are improving machine learning algorithms, false positive triggers of intrusion detection systems remain a significant problem. In this regard, the development of methods and approaches to reduce the number of false positive positives is one of the most urgent tasks. Aim. The purpose of the study is to study the effectiveness and possibilities of using large language models to reduce false positive responses of intrusion detection systems. Materials and methods. The main focus of the article is on training recurrent neural networks to detect anomalies using a training sample of CIS-IDS2017 network traffic. Special attention was paid to algorithms for selecting key values in the training sample to improve the accuracy of the training model. The paper examines the architecture of recurrent networks, as well as their advantages and disadvantages in the specifics of the task being solved. Further research was conducted using a large language model, as a result of which a comparison was made of the number of false positives with and without this solution. Results. A basic neural network model based on the LSTM algorithm for the initial classification of network threats was built, and a large language model was trained. A comparative analysis of the results of anomaly detection with and without a large linguistic model is carried out. Experiments confirm the effectiveness of the proposed solution. Conclusion. The obtained research results can be used in the deve¬lopment of new, modern intelligent intrusion detection systems to improve the accuracy of threat detection or increase the effectiveness of existing intrusion detection algorithms.
EXPONENTIAL ANALYSIS TASK – APPLICATIONS, METHODS, PROBLEMS
Authors:   South Ural State University, Ibryaeva O.L.
Published: November 2024

This review article presents the problem of exponential analysis, its applications, limitations and problems that are relevant despite its more than two hundred years of history. During this time, many methods for solving the problem have been developed, but the greatest popularity and efficiency are demonstrated by Prony-like methods: the Padé–Laplace method, Prony method and the matrix pencil method, which are the subject of research in this work. The purpose of the study: to present the current state of the problem of exponential analysis, its main problems and methods for solving them. The main problems of these methods are: the issue of determining the number of exponents, choosing the optimal signal sampling frequency and reducing computational costs. The article presents solutions to these problems. Materials and methods. To solve problems, an analysis of scientific literature was carried out and linear algebra methods were used. Results. Modifications of the methods to solve their problems are described. The algorithm for calculating the Padé approximation with a minimum degree denominator solves the problem of Froissart doublets in the Padé–Laplace method. To increase the accuracy of calculations of Taylor coef-ficients, splines are used in the same method. To select the optimal signal sampling frequency, use the estimation of the matrix condition number in the Prony method. For the matrix pencil method, the problem of computational costs is solved due to its recurrent and multichannel versions. Conclusion. Various formulations of this problem are presented, which find their numerous applications. The limitations, problems of the exponential analysis problem, and their solutions are described. Three parametric methods are considered: Prony, Padé–Laplace and the matrix pencil method.
BLOCK KALMAN FILTER WITH LINEAR COMPUTATIONAL COMPLEXITY FOR INTEGRATED VISUAL-INERTIAL NAVIGATION SYSTEMS
Authors:   South Ural State University, Tsiopliakis N.I.
Published: November 2024

As the use of computer vision in vehicle navigation systems increases, there is a growing need for computationally efficient optimal filtering algorithms that can jointly process measurements from inertial sensors and a large number of visual information sources. Contribution. This paper proposes a new modification of the Kalman filter (the block Kalman filter) with linear computational complexity in the number of measurement information sources. A numerically stable version of the algorithm is derived using LDL-factorization of covariance matrices. Purpose of the study. The aim is to develop an LDL-factorized block Kalman filter algorithm with linear computational complexity with respect to the number of information sources in the measurement system and demonstrate its applicability in a integrated visual-inertial navigation system. Materials and Methods. This research demonstrates the algebraic equivalence of the block Kalman filter to the standard one in a specific case. A method is proposed for approximating the estimates of the block filter to those of the standard one with desired accuracy by expanding the state vector. The computational complexity of the block Kalman filter is compared to the computational complexity of standard one within a numerical experiment. Numerical modeling of the block filter operation within a navigation system is conducted for comparison with the standard filter. Results. The equations of the block LDL-factorized Kalman filter are obtained. Its linear computational complexity with respect to the number of information sources is verified. A method for approximating the estimates of the block Kalman filter to those of the standard filter by expanding the state vector is proposed and verified within the framework of navigation system simulation. Conclusion. The main theoretical properties of the block Kalman filter were confirmed in numerical experiments. Further research will explore alternative methods of forming the extended state vector of the filter; the Kalman block filter will be tested within more complex scenarios.
SCIENTIFIC AND TECHNICAL SUPPORT IN LIFE CYCLE MANAGEMENT OF CAPITAL CONSTRUCTION PROJECTS
Authors:   Voronezh State Technical University, Averina T.A.
Published: November 2024

Currently, the complexity of construction projects is increasing, the conditions for their implementation are changing, and the requirements are becoming more stringent. At the same time, errors occur, often very sig-nificant at various stages of the life cycle of a capital construction project. Accordingly, new approaches and models are needed to manage construction projects and capital construction projects. The research objective is to analyze the possibilities and prospects for the use of scientific and technical support (STS) for capital construction projects of various classes and at different stages of their life cycle. The theoreti-cal and methodological basis of the study is the work of domestic and foreign researchers devoted to the issues of scientific and technical support for the construction and management of capital construction pro-jects at various stages of their life cycle. Results. The paper examines the need and feasibility of expanding the use of scientific and technical support (STS) both in relation to objects of various classes and in relation to the stages of the life cycle of capital construction projects. In this regard, the definition of scientific and technical support has been clarified, taking into account modern needs and capabilities. The importance and prospects of using scientific and technical support for capital construction projects are noted, for which it is not mandatory. Work on scientific and technological progress has been systematized according to var-ious classification criteria. A classification of objects for which it is advisable to use STS is given. Explana-tions are given about the capabilities of scientific and technical support at various stages of the life cycle of a capital construction project. In particular, about the creation and application, support of virtual models (digital twins, shadows, models) within the framework of scientific and technical progress. It is proposed to consider scientific and technical developments to improve the management efficiency of capital construc-tion projects at various stages of the life cycle. A SWOT analysis was performed for scientific and technical suport, during which the advantages and disadvantages of carrying out STS for capital construction pro-jects at different stages of the life cycle were identified, and opportunities and threats for the implementa-tion of scientific and technical support at the present time were identified. Conclusion. A conclusion is made about the advisability of using scientific and technical support at various stages of the life cycle of capital construction projects, not only to ensure the quality, reliability and safety of capital construction projects, but also to improve management efficiency and, as a consequence, the economic efficiency of objects, optimal disclosure and use of the potential.
MODELS OF GRAPH THEORY AS A TOOL FOR MODELING ORGANIZATIONAL SYSTEMS (CLIQUE PROBLEM)
Authors:   Voronezh State Technical University, Barkalov S.A. , Kurochka P.N. ,   Voronezh State Technical University, Serebryakova E.A. ,   Voronezh State Technical University
Published: November 2024

The demand for graph theory methods in modeling the process of managing social and economic systems is primarily due to the convenience of graphical display of complex systems, which simplifies their analysis and understanding. At the same time, such a representation allows analyzing the connections between var-ious elements of social and economic systems, which makes it possible to identify key factors that influ-ence the system under study. The aim of the study is to consider the pos¬sibility of using graph theory as a tool for modeling organizational systems using the example of the clique problem. Methods. To solve the problems, it is proposed to use heuristic algorithms based on the use of experience and intuition. In this case, heuristics are used associated with the selection of elements with the greatest weight or the selection of elements covering the largest number of elements. A set of graph theory problems with an algorithmic con-nection is shown, that is, based on the algorithms for solving one of them, it is possible to obtain a solution for a number of practically important types of problems. The importance of this circumstance lies in the fact that these problems are NP-complete for solving, for which there are no effective solution algorithms. Results. An approximate scheme of application of graph theory problems as a tool for analysis and opti-mization of social and economic systems is given, allowing to identify the most important elements of the system, determine their interrelations and assess their impact on the overall structure and functioning. Con-clusion. As a basic problem allowing to solve several other practically important problems, it is proposed to use the problem of a clique, the solution of which allows to do this. The main problem in this case is to ob-tain information about whether the graph obtained at the next step is a clique or not. An answer to this question is given, which greatly simplifies the process of finding a clique, and, therefore, solving a whole complex of problems using the concept of an additional graph.
AUTOMATED INFORMATION CONTROL SYSTEM FOR OPTIMAL PLANNING OF BLAST-FURNACE IRONMAKING
Authors:   South Ural State University, Kazarinov L.S. , Barbasova T.A. ,   South Ural State University, Bauman E.V. ,   South Ural State University, Samoletova P.A. ,   South Ural State University, Cherepanova S.A. ,   South Ural State University
Published: November 2024

Усиление конкуренции на рынках металлургической продукции ставит перед предприятиями задачу повышения эффективности производства с экономической точки зрения. Одним из наиболее важных звеньев металлургической отрасли считается доменное производство, на долю которого приходится более 50 % энергетических затрат металлургического предприятия, помимо этого при получении продукции идет большой расход ресурсов. Цель исследования. Статья направлена на повышение эффективности доменной плавки как с экономической точки зрения, так и со стороны самого технологического процесса за счет внедрения автоматизированной информационно-управляющей системы оптимального планирования работы доменного цеха, способной рекомендовать оптимальное производство доменного цеха с точки зрения минимума себестоимости чугуна, а также выдавать рекомендации персоналу по коррекции режимных параметров работы доменных печей с целью увеличения производительности и снижения удельного расхода кокса. Материалы и методы. Для достижения этих целей в работе предлагается использовать методы искусственного интеллекта. В частности, для определения оптимальных режимов работы технологического оборудования применяются методы кластеризации и снижения размерности, а для планирования доменного производства с учетом технологических и экономических ограничений решается задача повышения эффективности доменного цеха с применением методов нелинейного программирования. В качестве исходных данных для настройки и работы системы оптимального планирования выступает производственная статистика металлургического предприятия, источниками которой являются системы мониторинга и управления технологическими процессами, результаты анализов лабораторий исходных материалов и готовой продукции, а также экспертные оценки по состоянию технологического оборудования. Результаты. Приведены результаты решения задачи поиска оптимального значения производства доменного цеха с точки зрения минимума себестоимости чугуна и максимума эффективности ведения доменной плавки, а также коэффициенты влияния производственных факторов на основные показатели доменного производства: производительность доменных печей и удельный расход кокса. Заключение. Разработанная автоматизированная информационно-управляющая система оптимального планирования доменного производства может быть использована в качестве инструмента поддержки принятия решений как для мастеров, начальника доменного цеха, так и для экономических служб промышленного предприятия. Полученные результаты могут применяться специалистами для объемного планирования работы агло-коксо-доменного производства в целом.
Assessment of growth and essential oil profiling in leafy coriander (Coriandrum sativum L.) genotypes
Authors: Thanusha M , Mohanalakshmi M , Rajasree V , Renuka R , Meenakshi P
Published: November 2024

Coriander is a versatile plant prized for its dual role as a culinary spice and a medicinal herb. Leafy coriander, an herbaceous plant, is particularly noted for its rich content of bioactive compounds, such as essential oils, flavonoids, and vitamins. The experiment was conducted at the Department of Spices and Plantation Crops, Horticultural College and Research Institute, Tamil Nadu Agricultural University, Coimbatore. A study was conducted using a Randomized Block Design (RBD) with two replications, focusing on critical growth and yield traits. Among the fifteen genotypes evaluated, the CSL1 genotype illustrates superior performance in various growth and yield parameters. Coriander leaves are extensively studied for their antioxidant, anti-inflammatory, and antimicrobial properties, underscoring their significance in nutritional and medicinal contexts. In this research, coriander leaf oil was extracted and analysed using gas chromatography-mass spectrometry (GC-MS) to determine its chemical composition. The GC-MS analysis identified 60 distinct compounds in the essential oil, with the major constituents being 3-dimethylamino acrylonitrile, trans-2-Dodecen-1-ol, Cyclooctane, Decanal, 13-Octadecenal, 9-Decen-1-yl acetate and 2-Propen-1-amine. These results offer valuable insights into the unique chemical profile of coriander leaf oil, contributing to its distinctive aroma and potential applications in flavouring fragrance and therapeutic formulations.
Adding Insult to Injustice
Authors: Shaw Lauren , Hedge Nicole
Published: November 2024

Demand for online higher education has grown considerably in recent years but comes with a unique set of challenges. Online students often experience lower sense of connection, which may give impetus to join student-led social media groups. Use of these groups may exacerbate another challenge: the reportedly greater levels of vengeful dissent towards staff from online students, which, in on-campus students, has been linked to low procedural justice perceptions.  This study explored the association between procedural justice perceptions and vengeful dissent in online and on-campus education, examining the moderating effect of student-led social media groups. A total of 127 adults (M age = 25.46, SD = 7.82; 73.22% female) who were either studying or had recently completed a degree at an Australian university in either fully online or on-campus mode (64 online; 63 on-campus) completed an online self-report survey. As hypothesised, low procedural justice perceptions were more strongly associated with greater vengeful dissent in online students and use of student-led social media groups strengthened the association in online students only. The findings represent the first to empirically explore the justice perception-dissent relationship in online learning and have several implications for policy and practice in navigating online education.
Heutagogy-based Human-AI Co-creation Practice
Authors: Zhong Jinping , Cochrane Thomas
Published: November 2024

The rapid advancements in artificial intelligence (AI) are opening up a complex world where human and AI coexist. It is imperative to develop our understanding of human-computer relationship, and to enhance graduate creativity in order to ensure their competitiveness in a technology-rich word. Recent research has begun to view AI as an independent collaborator and has explored the use of Human-AI Co-Creation (HACC) to foster creativity. However, it remains unclear how HACC practices can be designed to truly benefit undergraduate creativity. The solution to this issue lies in the creation of autonomous learners who can maintain agency in their interactions with AI, aligning with the core idea of Heutagogy. Therefore, this position paper proposes a conceptual framework of HACC for enhancing undergraduate creativity, and explores how the principles of heutagogy can be mapped onto the design of HACC practice.
Design Thinking
Authors: Ulbrick Rowena , Pechenkina Ekaterina
Published: November 2024

In today’s increasingly competitive Higher Education (HE) market, academic jobs are more precarious than ever. The way academics do their day-to-day job is under increasing scrutiny, with their outputs measured through the rigid lens of performativity and financial profit. Professional Learning (PL) is an institutional approach aimed towards achieving and sustaining high quality teaching and innovation among academic staff. The significance of PL to developing academics’ skills and fostering their professional identity has been confirmed by peer reviewed research. However, how to design and deliver PL that is meaningful to academic workforce, while empowering academics and supporting them in finding solutions to their teaching and learning problems, remains up for debate. This paper offers a conceptual way forward; arguing for a complete re-think of the predominant way of doing PL in universities in favour of placing Design Thinking (DT) at the heart of the matter. Grounded within a robust theoretical approach and scaffolded with a practical toolkit, DT can enable a nurturing environment to engage and empower academics, building their confidence and equipping them with a methodology for problem solving into the future.
Navigating the complex terrain of online professional learning
Authors: Pechenkina Ekaterina
Published: November 2024

Professional learning plays an important role in improving teaching skills of university academics. Scholarship of Teaching and Learning (SoTL) is a central framework as well as methodology for designing and delivering professional learning. As of 2022, 39% of Australian universities offer a graduate certificate in learning and teaching (GCLT) or similar to upskill academics. These courses are either fully or partially online; and nearly all include a dedicated SoTL unit or draw on SoTL generally across its content. Little is known about how GCLTs and similar courses affect teaching practice and long-term professional growth of academic staff, calling for a deeper exploration of SoTL-informed professional learning on academics’ skills and careers. This study offers an evidence-based perspective through the exploration of academic experiences in a SoTL-focused unit within a fully online GCLT in a mid-range Australian university. A survey of the unit’s first three graduating cohorts (2015-2017), attracted 30 respondents (56% of invitees), generating new insights into how professional learners navigate online, self-regulated, asynchronous learning spaces and how this learning affects their teaching and careers. Findings speak to learner motivation, impact and general effectiveness of online professional learning.
Exploring the Impact of Student-Elicited Video Feedback on Evaluative Judgement
Authors: De Mello Heredia Jimena , Henderson Michael , Phillips Michael
Published: November 2024

Students are active players in feedback processes, often seeking and eliciting feedback information to understand expected quality standards regarding their assignments. While student-elicited feedback can benefit learning, little is known about its impact on students' evaluative judgement and how best to leverage it. Hence, this paper examines two technology-mediated feedback encounters elicited by a student through videos sent to her teachers in a blended unit of a postgraduate education course at an Australian university. The student sought feedback information to understand whether her project proposal met the task requirements. Results showed that those two feedback encounters were productive, suggesting that these interactions iteratively refined her focus and calibrated her understanding of the quality standards of the assignment. By exploring the conditions that enabled the student to elicit feedback encounters, we identified that strategies used in the context of the unit, like earlier opportunities for feedback, timeliness of feedback comments and use of video feedback to provide clear, detailed, and supportive information could potentially enable productive feedback encounters. Additionally, our findings suggest that a relational perspective of feedback is equally important to build a trusting and supportive environment that encourages students to elicit feedback encounters.
Embedded online self-regulated learning activities improve student experience and learning outcomes
Authors: Pacitti Helena , Dracup Jamie , Lodge Jason , Richmond Jenny
Published: November 2024

Self-regulated learners achieve academic success by employing specific cognitive, metacognitive, behavioural, and resource management strategies. In fully online learning environments, these strategies are critical but are often challenging for first-year undergraduates to develop. This study presents a novel approach to supporting undergraduates' development of Self-Regulated Learning (SRL) skills in a fully online first-year psychology course. Seven SRL activities were embedded as micro-assessments within the summative assessment structure. Qualitative and quantitative data from students across multiple teaching periods were analysed. Results show that embedding content-specific SRL activities improved academic performance, increased engagement, and built a stronger online learning community. The impact of deliberately integrating SRL principles into the course design and assessment structure on student Self-Regulated Learning Online (SRL-O) questionnaire scores at the start and conclusion of the course will also be discussed. Overall, this study demonstrates that purposeful integration of SRL principles into course design and assessment can improve academic outcomes and foster positive learning experiences for first-year undergraduate students who are studying online.
The entanglement of learning spaces, pedagogies, and technologies with the global polycrisis
Authors: Czerniewicz Laura
Published: November 2024

This concise paper emphasises and amplifies the themes of this year’s ASCILITE Conference by elaborating on their importance contributing to higher education’s vital agenda of advancing human rights, democracy, justice and sustainability. We address the conference themes —learning spaces, pedagogies, and technologies— from a macro perspective, considering a range of urgent global issues with which higher education is entangled. These issues shape the possibilities and risks of higher education everywhere, as well as technology enhanced learning in particular. In the paper, we consider a range of challenges posed by the current global polycrisis, present a framework for confronting these challenges within higher education, and offer a set of questions for collective consideration in order to strengthen the higher education community’s ability to cope with a threatening and unstable future.
Learning designers
Authors: Abblitt Stephen
Published: November 2024

The contemporary post-digital university is ever more dependent on the expertise and labour of ‘third space’ professionals such as learning designers. Reporting on the initial findings of a recent survey, this paper presents a snapshot of the people who do the work of learning design, their perspectives on their work and their contributions to teaching and learning in higher education. Four defining characteristics emerged through thematic analysis of 90 survey responses: 1) learning designers come from varied academic and professional backgrounds; 2) our job functions, working conditions and organisational settings can vary significantly; 3) our work practices—and so the knowledge and skills required for the role—can be highly diverse; 4) despite the variety, a shared motivation and sense of purpose is shaping emergent professional identities. Adopting a socio-material lens, this paper presents a rich picture of an expanding profession, providing vital insights into the practices, identities, and impact of learning designers.
Co-designing an artificial intelligence (AI) literacies framework for learning designers
Authors: Ryall Adelle , Abblitt Stephen
Published: November 2024

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.
THRIVE
Authors: Casey Kate , Abblitt Stephen
Published: November 2024

Learning is a core competency for learning designers, but formal training and development often still presents a challenge—especially for novice learning designers. This paper reports on the initial stages of a design-based research project to conceptualise a purpose-led portfolio-based training program, based on cognitive apprenticeship principles, that cultivates in novice learning designers the knowledge, skills, mindsets, and values necessary to be effective in their current roles and future careers. The evidence-based, research-informed THRIVE framework is described, alongside how it shapes specific elements of the planned portfolio. The conceptualisation of the portfolio and supporting training program focuses on ‘purpose’ as a response to changing employee needs and motivations in the modern workplace, while also preparing learning designers to thrive in their work. This has implications for how we design and deliver professional learning for learning designers, as well as deepening our understanding of employee motivation and engagement in the field.
Lessons learned during the design implementation of a digital construction site module
Authors: 'Ilaiu Talei Charmaine , Mosavat Mojan , Martin Bernd , Androutsou Janna , Kim Heera , Chung Tony
Published: November 2024

Our paper discusses a collaborative project between built environment professionals and academic educators. The project is about digitalising construction site visits as an online Canvas module for senior architecture students as part of their third-year core course titled: Project Management. The course is one of two courses that are required upon graduation to become a registered architect in Aotearoa, New Zealand. The module is designed with two key aspects in mind: the learning objectives that adhere to school accreditation requirements and the ‘Signature pedagogical practices’ determined by the educational institution: Waipapa Taumata Rau, University of Auckland. In this paper, we discuss our insights gained from designing an interactive, immersive, and hybrid learning experience.
Efficient learning design
Authors: Godsk Mikkel
Published: November 2024

This paper investigates the efficiency of assistant professors and postdocs’ learning design interventions in connection with their participation in a teacher professional development (TPD) program (n = 62). Using the concept of Efficient Learning Design and a survey among educators, the efficiency of their designs is analysed, and the underlying factors are identified. The study shows that 92% (n = 57) of the design interventions had a positive impact, 73% (n = 45) had an impact equal to or higher than the required effort, and 8% (n = 5) made no significant difference or even had a negative impact. The paper identifies six factors for efficient learning design interventions based on the educators’ responses. These include leveraging opportunities where teaching requires redesign, guiding educators on effective pedagogical methods, utilising peer feedback and collaboration, creating reusable, technology-supported activities and materials, supporting educators’ design decisions and professional development, and ensuring a positive experience. Additionally, educators can benefit from a broad understanding of impact beyond improved learning outcomes.
Making comedy for learning spaces
Authors: Hammond Kay
Published: November 2024

Expansion of technology-mediated learning spaces creates opportunities for disrupting traditional learning and teaching norms and practices. Combining technological affordances and humour in online learning environments offers potential gains in student engagement and learning. Current research reports effectiveness of using humour for teaching but less on practical guidance for educators in how to professionally develop this. This paper is a critical autobiographic narrative about the experience of developing short comedy videos for teaching concepts that students commonly struggle with in an undergraduate methods of research course. Insights for practice include a seven-step method and critical reflection for educators interested in developing skills and networks for disrupting traditional teaching methods to create targeted humorous videos for specific concepts in their courses.
The national student survey of GenerativeAI use among Australian university students
Authors: Newell Samantha , Dahlenburg Sophie
Published: November 2024

Entrusting GenerativeAI (GenAI) to complete tasks that require critical engagement with content can have wide-spread implications to the integrity of student learning outcomes. This paper presents the preliminary findings of a mixed-methods survey of Australian university students (n=399) on their use of GenAI in their studies. Preliminary findings suggest student GenAI use in universities is common, with approximately one third of students using GenAI and 53% engaging with ChatGPT alone. In open-ended responses, stigma and judgement towards students utilising GenAI to complete their assignments is evident. Stigma may entrench a culture of secrecy around integrating GenAI into the student workflow, which may work against any initiatives to increase citation or transparency in the sanctioned use of GenAI. Students also discussed implications for employability, skill development, and the originality of their work, with 80% of students concerned that GenAI is devaluing their degrees. These findings require universities to critically engage with either: building a culture of engagement with, or increasing surveillance against the use of GenAI in student assessments (reflecting the GenAI stance of each university).
Media and Immersive Technologies in Higher Education
Authors: Landrigan Brian , Hannah Graham
Published: November 2024

Media and Immersive experiences in higher education provide students the opportunity to engage with course content in ways that were not previously possible. The Media and Immersive team at the University of New South Wales, Sydney (UNSW) was created to support academics in developing innovative solutions and to foster engagement from students with new forms of content delivery. This paper will outline the affordances and challenges of media and immersive applications at UNSW and examine the possibilities that artificial intelligence and open educational resources offer in overcoming some of the barriers to widespread adoption.
Variations of Australian university teachers’ conceptions of teaching with GenAI
Authors: Han Feifei , Cook Henry , Ellis Robert
Published: November 2024

The recent emergence of GenAI (GenAI) has generated significant interest and intense debate in higher education learning and teaching. Under this scenario, researchers and policy makers have begun to gain an understanding of what factors may influence university teachers’ acceptance and use of GenAI in teaching. Research has shown that how teachers conceptualise teaching shape their pedagogical approach to some degree. Using a phenomenographic qualitative research design, the study examined variations of Australian university teachers’ conceptions of teaching with GenAI via semi-structured interviews. Thematic analysis of the interview transcripts was conducted to identify themes prior to a second pass inductive analysis, enabling the researchers to compare and contrast perspectives. Three qualitatively different conceptions were identified: 1) GenAI is used in teaching to develop students’ understanding, critical thinking, and reflection; 2) GenAI is used in teaching to reproduce learning and teaching artefacts; and 3) GenAI are just tools, only having limited applications in teaching. Of the three categories of conceptions, only the first category was student-centred/learning-focused conceptions, which aimed to use GenAI in teaching to support students’ learning and understanding. This work will provide educators with a framework to utilising GenAI in the classroom to support student-centred learning.
Fostering professional capacity for blended teaching and learning
Authors: Statham Audrey , Fox Brandi , Leedy Alison
Published: November 2024

Blended learning (BL) in higher education (HE) has for decades been considered a transformative way for universities to reach a wider range of students, increasing equity and availability to meaningful learning experiences. However, there is little in the BL literature around teaching academics and instructional designers’ experiences and perspectives on BL. This case study explores collaborative redesign through the reflections of a team comprising an academic Unit Chair, Learning Designer, and a Sessional Lecturer. It illustrates how a collaborative BL redesign process strengthened a unit that in 2022 had been deemed to be unsuccessful, and built educator capability through professional learning (PL). The result was a pedagogical and learning shift, which led to the unit’s successful delivery for online and on campus students in 2023. The findings have implications for BL and insight into collaborative design team experiences offering value to the academic community at large and foregrounding the value of pursuing a ‘ground-up’ collaborative BL redesign model.
AI in higher education
Authors: Babai Shishavan Homa
Published: November 2024

With the advent of generative AI (GenAI) technologies, academic integrity has become a pressing concern for higher education institutions. This study explored the publicly available guidelines from Australia's Group of Eight (Go8) universities regarding assessment design in response to GenAI tools. The findings indicate a common concern about the challenges GenAI tools pose to traditional assessments, with current AI detection tools deemed insufficient. However, GenAI also presents opportunities to reassess and redesign assessments to enhance academic integrity and learning. The guidelines were provided around two main pieces of advice: exploiting GenAI tools' limitations to make it difficult to complete assessments using GenAI tools and making assessments more relevant to students to increase their engagement and reduce reliance on GenAI. Common recommendations in the guidelines included testing assessments' vulnerability to GenAI, emphasising critical thinking, incorporating contextual elements, designing authentic assessments, using alternative assessment formats, focusing on process-oriented and staged assessments, and using collaborative or in-class assessments. Potential challenges of redesigning assessments as well as limitations of recommended approaches in making assessments totally immune to GenAI tools were also acknowledged. However, ways of addressing these challenges particularly in specific educational contexts remained largely unaddressed. Despite shared concerns and strategies provided in the guidelines to design more rigorous assessments less vulnerable to GenAI tools, the specificity of guidelines varied across institutions. The findings underscore the need for continuous evaluation and adaptation of assessment practices to uphold academic integrity in the face of evolving GenAI technologies.
Navigating Digital Transformation
Authors: Tilvawala Khushbu , Qutab Saima , Gunasekara Lahiru , Lee Josephine
Published: November 2024

This paper outlines the design and implementation experience of a mentorship-based teaching approach for a third-year undergraduate Information Systems on Digital Strategy and Transformation. In its first iteration in 2021, the course struggled with a lack of engagement between staff and students, and overwhelmed students at the end of the semester. The mentorship-based teaching approach was trialled in the second iteration of the course to encourage learner agency and improvement in the students’ learning journey. Implementation of mentorship-based teaching resulted in a higher overall course satisfaction rate and improved staff-student engagement. The application of the mentorship model has been continually fine-tuned each semester since its implementation in 2021. The experience from this design and implementation serves as a case study to incorporate mentorship into the curriculum to facilitate learner agency. Educators may apply a similar process and framework to design a mentorship-based teaching strategy regardless of discipline.
Inequity in exam experience
Authors: Chung Jennifer , Yu Alice Shihua , Henderson Michael
Published: November 2024

Online digital exams, both with and without online invigilation, have become a common form of assessment in Higher Education, particularly since the COVID-19 pandemic. However, the impact of online exams and online invigilation (proctoring) on student experience, stress levels, and academic performance remains underexplored, especially for disadvantaged or underrepresented student groups. Despite growing concerns over inequitable outcomes in Higher Education, there is limited large-scale research investigating how these online assessment methods may exacerbate existing disparities. This paper addresses this gap by analysing data from a large-scale survey (N = 16,010) conducted across five semesters at an Australian University (2021-2023). Specifically, it examines the exam preparedness and experiences of on-campus students who sat online digital exams with and without proctoring. By exploring the intersectionality of gender, international status, and language, the study aims to assess whether and how online proctoring exacerbates inequities among disadvantaged student populations. Our findings suggest that social and cultural factors significantly influence exam preparedness, stress levels, and perceived academic performance, with proctoring amplifying these disparities.
Students' perceptions of using artificial intelligence in tertiary education
Authors: Jaiteh Jainaba , Hasan Mahbub , Karim Azharul , Mamun Md Abdullah Al , Khan Md Shahadat Hossain
Published: November 2024

Artificial Intelligence (AI) is increasingly influencing various aspects of teaching and learning in tertiary educational institutes. This concise paper presents the preliminary findings of an ongoing research that aims at exploring university students' perceptions of the use of AI in higher education settings. Phenomenographic framework has been adapted as the methodological guide for this research. Semi-structured interviews were conducted among students of an international university to capture students' perceptions. Findings revealed that university students possess diverse perspectives on the use of AI in higher education settings. Four qualitatively distinct categories of perceptions of AI emerged from the interview data. It is found that university students perceive the use of AI as a) an essential academic aid, b) a facilitator of personalized learning, c) an inhibitor to critical thinking, and d) an ethical challenger. Findings have pedagogical, administrative, and ethical implications for developing AI-driven technology-focused policy that facilitates diverse student needs.
Navigating integrity and innovation
Authors: Hook Josephine , Junor Andrew , Sell Cathy , Sapsed Carmen
Published: November 2024

As generative artificial intelligence (GenAI) continues to disrupt the way higher education is delivered, universities are responding at pace with strategies and resources to ensure responsible and ethical use of the technology by our students as they prepare for future professions. The integration of GenAI into teaching and learning activities is being diffused into educators’ practice on a spectrum from caution through to positive educational transformation. In this paper, a team of educational designers in an Arts Faculty shares case studies and reflections from our educator colleagues to explore the uneven uptake of the technology. We argue that the focus on assessment security is blurring the potential of GenAI to create collaborative, exploratory and expansive learning experiences for our students. We suggest a programmatic approach to ‘becoming’ a graduate will allow space for educators to interrogate their teaching, learning and assessment activities to ensure our graduates can imagine themselves as professional selves in an uncertain future.
Investigating instructors’ and students’ perceived knowledge and attitudes in using generative AI tools for teaching and learning
Authors: Quek Choon Lang Gwendoline , Wang Qiyun , Ramani Aishwarya , Chen Yinhao , Xu Meng
Published: November 2024

This preliminary study surveys university instructors’ reported experiences of generative artificial intelligence (GenAI) knowledge and attitudes. The collective perceptual information from this study aims to provide the University with information on the type and level of support needed, from administrators to faculty members, in their teaching. Preliminary findings showed that in terms of knowledge of GenAI tools, most instructors perceived generally high mean scores of their readiness to use GenAI tools except for their low ability to use the GenAI tools. Although the instructors perceived the lowest threat of GenAI tools on their work, there are several teaching related and ethical concerns that were discussed in this paper. In terms of their attitudes towards GenAI tools, they perceived favourably the use of GenAI tools for their teaching.