Can you assess things via assessment for learning that you can't assess via assessment of learning?

How can we respect Indigenous Knowledges in responding to the challenges of AI in education? Watch Prof. Tristan Kennedy DVC Indigenous (Monash), Dr Tamika Worrell (Centre for Critical Indigenous Studies, Macquarie), chaired by Prof. Claire Palermo. teaching-community.monash.edu/respecting-i...

An old book, for PDSE standards (published in 2021!) yet so timely and relevant today :) link.springer.com/book/10.1007...

New open access paper from AIinHE project, led by Michael Henderson www.tandfonline.com/doi/full/10.... Survey of 7k students from 4 Aus unis. Students valued GenAI feedback ease of access, timeliness, volume, understandability + felt less risky than seeking teacher feedback. But...

New chapter in "The Remaking of Memory in the Age of the Internet and Social Media", edited by Qi Wang and @andrewhoskins.bsky.social. academic.oup.com/book/59599/c... It critiques simplistic claims about effects of technology on memory. DM if you can't access it.

New open access paper on the complexities of hybrid teaching, learning spaces, materiality, choreography and improvisation, all that good stuff! Led by @jameslamb.bsky.social with @jenrossity.bsky.social and @joenote.bsky.social www.tandfonline.com/doi/full/10....

Hi all. I'm thinking about assessments where the assessor/educator works alongside students and gets a sense of their learning from collaborative involvement. Do you have examples (real or hypothetical) that you can offer for discussion?

I want to argue that a thing is not a solution until it has actually solved a problem. Up until then, it is just a way of trying to achieve something.

No, that's a different definitional debate! @timbocop.bsky.social, seen this paper by Kathleen & Edd yet? Just another facet to feedback. www.tandfonline.com/doi/full/10....

It was bound to happen at some point. Today, I gave two presentations at the same time. I presented a pecha kucha with Margaret Bearman and Michael Henderson about our aiinhe.org Student Perspectives on AI in Higher Education study at #ASCILITE2024 at the Uni of Melbourne, while simultaneously...

Online Postgraduate Education in a Postdigital World is apparently very popular because it's helpful for thinking through the complexity of online learning. This is what I call success. Congrats to co-editors Gill Aitken & Derek Jones and our great authors. link.springer.com/book/10.1007...

#ASCILITE2024 was fun. Kudos for mostly very mindful Zoom hosting too and the asynchronous element of the SlowPosium (@gamerlearner.bsky.social @wentale.bsky.social) Nice to see moves towards more inclusive educational spaces. Lovely chatting with those I chatted with.

Just rehearing an argument here ahead of an ASCILITE panel tomorrow on AI literacy and self regulation. AI literacy, if that's the construct we're using, is something to develop collectively rather than individually.

I think learning content is more about learning to learn content than it is about the content. Do you agree, disagree, both, neither...?

If we do manage to derive these apparent efficiency gains from AI, we should work hard to not be more productive. We should take breaks and talk to colleagues about holidays.

Do we want personalised learning? Or to put it another way, do we want others to personalise learning for us?

Behind a firewall but if you have access, worth a read… Thank you @timbocop.bsky.social et al Here is a link to the original and openly accessible article: tandfonline.com/doi/full/10.10… Authentic assessment is not an educational panaceawww.timeshighereducation.com/opinion/auth...ea

Authentic assessment is not a panacea. www.timeshighereducation.com/opinion/auth... @timeshighered.bsky.social on design, tradeoffs & assumptions that authentic assessment will solve cheating, inclusion & preparing graduates for futures. Full paper here: www.tandfonline.com/doi/full/10....

Opinion: Enthusiasts claim that authentic tasks boost work-readiness, promote inclusion and diminish cheating, but the evidence remains unclear, says Tim Fawns #AcademicSky #EduSky

Authentic assessment is not an educational panacea - helpful article in @timeshighered.bsky.social from @timbocop.bsky.social it's good to have critical voices looking at authentic assessment. www.timeshighereducation.com/opinion/auth...

In feedback comments, an unsung aspect is demonstrating curiosity in what the student is saying. Sometimes, we focus too much on making things actionable. Going down rabbitholes with students is more important than telling them how they got their APA referencing wrong.

Did you wake up this Monday morning and think "I need 7 different takes on collective intelligence and how we educate for it"? If so, it's your lucky day! cic.uts.edu.au/events/colle... In advance of symposium 6th December. Lots of great people involved + me.

It's been a while since I posted a 10 minute chat on GenAI and am delighted to get back into it with a juicy one from @dylanwiliam.bsky.social.

Who doesn’t love authentic assessment. But is it always good? Does it have magical properties? Or does it require careful negotiation of design considerations, purposes and trade-offs? New open access paper www.tandfonline.com/doi/full/10....

New post on HE as a collegial, collaborative sector timfawns.com/he-as-a-coll... Thoughts from a round table on AI and assessment reform (educational-innovation.sydney.edu.au/teaching@syd...) & a symposium for sharing educational practices (educational-innovation.sydney.edu.au/teaching@syd...).

First 10 minute chat of 2024: Monash colleague Dragan Gasevic talks learning, knowledge, expertise and metacognition, and what's required for realising the educational potential, and avoiding some of the risks, of AI. www.monash.edu/learning-tea...

Final 10 minute chat of 2023: @sianbayne.bsky.social on the context in which GenAI is embedded. Measurement, surveillance, commodification and precarity make for problematic conditions for acting and talking in relation to AI. www.monash.edu/learning-tea...

New 10 min chat on GenAI with @janmcarthur.bsky.social. Key messages: - Students don’t understand assessment – how could they? - Academics cannot avoid the responsibility to teach the academic craft - Why do we assess? www.monash.edu/learning-tea...

I'll be in the UK 10-12 July '24. What good Europe conferences happen either side of those dates? Higher ed, digital ed, that kind of thing.

"Rethinking the value proposition of assessment at a time of rapid development in generative artificial intelligence" Open access commentary with Lambert Schuwirth. We argue for a focus on helping students learn to navigate complexity. asmepublications.onlinelibrary.wiley.com/doi/10.1111/...

"The only way is ethics: A dialogue of assessment and social good" New open access chapter with Juuso Nieminem in @czernie.bsky.social & Catherine Cronin's brilliant new Higher Education for Good: Teaching and Learning Futures. I'd love your thoughts. www.openbookpublishers.com/books/10.116...

"Develop skills or outsource to generative AI?" In this post for the Monash Teaching Community blog, Estelle Wallingford considers challenges of genAI for assessment design and how educators might ensure their students develop essential skills. teaching-community.monash.edu/develop-skil...

New chapter with Gill Aitken and students Yathu Maheswaran & Kanastana Yasotharan on student co-design and participation in an online postgraduate course link.springer.com/chapter/10.1... In Andreas Weich and Felicitas Macgilchrist's open access book on postdigital participation.

If you love your methods, let them go. timfawns.com/if-you-love-... New post on the need to avoid focusing too closely on technology or clinging too tightly to traditional methods when designing assessment.

It's only really the factory model of education that's under threat from AI, right?

New 10 minute chat with @davecormier.bsky.social. www.monash.edu/learning-tea.... Dave wonders why we do essays and if we might question our structures, power dynamics and values.

Did a thing with @timbocop.bsky.social a couple of days ago. Part of my new quest to kill the academic essay. I recognize that this makes me a bad person. www.monash.edu/learning-tea...

Helen Beetham 10 minute chat on GenAI www.monash.edu/learning-tea... Labour, knowledge, alternative ways forward... Thought provoking stuff.

Rather than ChatGPT-proofing assessment, detecting or superficially acknowledging AI, can we expand our unit of analysis beyond individuals to human-tech collaborations ? How might we apply this shift in policy and practice? New post (also new blog): timfawns.com/expanding-th...

10 minute chat #10 on GenAI . Jon Dron on AI, human relations and making good decisions. www.monash.edu/learning-tea...

Spare a thought for we poor souls who disagree with both sceptics and enthusiasts of the potential of GenAI in education.

Friends, I have very tentatively recreated my blog / website in response to the collapse of that other social media platform. I have tried not to overthink it but would appreciate your comments: timfawns.com (there's a somewhat throwaway post about flipped classrooms there to test out the feel)

Hey @brennacgray.bsky.social our 10 minute chat on GenAI is up here: www.monash.edu/learning-tea.... Efficiency vs learning, who's harmed / benefits, values and institutions... great stuff! Check it out, people.

How come nobody told me that moving my family across the world and starting a new, different and more senior role in a very different environment would be tiring?

10 minute GenAI chats are back! @ammienoot.bsky.social talks about the need for decision-making frameworks for determining - whether we "should" use tools like ChatGPT that include environmental impact and a recognition of GenAI as political. www.monash.edu/learning-tea...