Tech in Government Canberra

Looking forward to Tech in Gov 2025, 12 & 13 August in Canberra. Not the least because I am not speaking or chairing any sessions, just wandering around, trying to make sense of what is happening with cybersecurity, AI, and digital transformation in government. Previously I talked at the event on  "Learning to Innovate for Sustainable Computing".

Wine Culture & Psychological Health for College Students

In processing international student's applications for credit I realise how limited the choices the average Australian university student has. Can they study "Wine Culture & Appreciation", scuba diving, poetry, or flower arranging, as part of their degree? Another course which might be applicable more widely is "Psychological Health Education for College Students".

Australian Cyber Resilience in a High Threat World Learning from Estonia

 

Greetings from Australian Computer Society's TechUplift 2025. At the Hyatt Hotel Canberra. Next to me is the first speaker, Ms Kersti Eesmaa, former Estonian ambassador. She is now working for Vertical Scope Group, a Canberra security company. I first met Kersti, as the ambassador in 2021, speaking on digital Estonia. As she pointed out today, by building a new nation based on digital technology they were able to create efficiency, but create a target for attack by nation states. 

Over the last few years, Australian National University hosted a series of talks by small european states under threat, or in the case of Ukraine under direct attack. This may not seem relevant to Australia, but out online systems are under constant online attack. Ms Eesmaa described Estonia's industry security vetting system, which allows staff from those companies to more easily assist the government when needed. This is something perhaps Australia should adopt. Another suggestion was exercises with industry involvement. As a defence civilian employee I have been involved in defence exercises, but while these included personnel from allied countries, the only industry involved were contracted companies providing services. The ACS has run some hackathons for the Australian and NZ defence forces, and ANU has run simulations for students with support of security agencies (I mentored teams). This format could be used to include industry at low cost. 

A more radical proposal was Capture the Flag (CTF) competitions for school children, funding by industry and the Department of Defence. In these students learn about cyber defence in a fun way. The Australian Signals Directorate and the Australian National university have run CTF Competitions for school students. I asked the next speaker from ASD about expanding this to industry. Bsides do some of this but could do with government suupport.

At-risk Student Management Trial Got Students to Withdraw Before they Failed But Not Engage

The Australian Centre for Student Equity and Success (ACSES) has reported on a randomised trial of techniques to help at-risk student management (AARSM). In the trail students who did not interact much with a course learning management system were identified: some were offered help, others not. The trial found that the students with intervention were more likely to withdraw early from the course and thus not be recorded as a fail, but were no more likely to pass the course than those who were not offered help. This result doesn't surprise me, as it is in line with my experience teaching. What does concern me is that the intervention mentioned I had assumed would be part of standard course design and teaching, not anything special. 

The way I have designed courses is to have a small assessed task each week. In the first few weeks the instructors notes say to check which students failed the task and in particular which did not attempt it. Each such student can then be sent a message asking if they need help and pointing out where they can get it. After a few weeks students can be identified as at risk and referred to the relevant person for action.  Using this approach, I find students rarely fail, as students who are having difficulty early on either have their problem addressed, or withdraw.

It doesn't surprise me that few students are helped by intervention, as their problems are, in the main, beyond of the scope of the educational institution to help with. However, even just nudging students to withdraw before they fail can at least avoid making their problems worse. 

Cyber security industry

Greetings from Launch on Northbourne, UNSW's startup centre in Canberra. They are hosting a Canberra Cyber Hub panel on research collaborations with industry. Andrew Muller from Ionize represents industry and Professor Debi Ashenden academia. The panel emphasized relationship over a transactional arrangement. The different speeds of industry and academia are also an issue. The chair is Melissa Larkins, from Canberra Cyber Hub.

WIL Based Industry Pograms?

University of Canberra staff are talking about how they are Reimagining Plancent Project for health students at the Will Australia's "Creative, Modern and Celebrating WIL" workshop. This got me thinking, companies which require large numbers of staff might move the WIL in house, structuring a Vocation Degree around it.Companies which already offer to arrange WIL for universities could likewise now offer their own degrees. One field mentioned which could be a large market for this is NDIS services. While some of the services funded by the NDIS are provided by heavily regulated health professionals, many are not. These other areas could benefit from better education standards for staff, which could be provided via WIL.

AI and Work Integrated Learning

Greetings from the University of Canberra, where I am attending the NSW/ACT chapter of WIL Australia's "Creative, Modern and Celebrating WIL". Associate Professor Bonnie Dean, University of Wollongong, is taking us through the reality behind the hype about AI and jobs. She cited research showing that organisations are tending to look to existing staff for AI skills, rather than asking for it in job ads. Bonnie pointed out that Microsoft Copilot's terms of service say it is intended for entertainment and use at the user's own risk (which I suggest is likely illegal under Australian consumer law). Professor Dean noted how the last trend was cyber security qualifications and universities are no announcing AI initiatives.

Bonnie pointed out surveys which show most students see AI as useful, but worry about being accused of cheating, but don't get support from the university in how to use it. As AI is new and novel I can see the need for specific training, both for staff and students, about it. After a few years this will just be integrated into basic training for students. Particularly for WIL is important for students to get this extra training now. As an example, students need to have it explicitly explained that public tools retain the information they enter, so they should not include anything sensitive, private. 

 

Study Australia Industry Experience Program (SAIEP)

The Australian Government sponsors a Study Australia Industry Experience Program (SAIEP), delivered by industry partners. This is for international students studying in Australia. Practera offer businesses teams of 5 to 6 students working on a project. This is the same format commonly used by universities internally on student group projects, except that the emphasis is on completing the tasks online and students receive a certificate of completion, rather than a grade. 

Hacking AI for Assessment or Hacking Assessment for AI?

Greetings from the Australian National University science teaching building, where Bert Verhoeven from University of Newcastle, is running us through an AI Assessment Hack-a-thon. The follows seamlessly from the EduTech Australia HE stream I chaired last week in Sydney and ACS TechUplift25 next month in Canberra. He suggests we need to learn about AI and use it in teaching. AI has limitations and Bert argues we need to teach students to use the tools critically.  

For the last few years I have been attending conferences, workshops and symposia on AI and education. Assuming I am convinced of the importance of this, where do I learn to use it for teaching? Can I sign up for a formal postgraduate university program in this, as I did to learn teaching and assessment? I did a quick search and neither of the institutions I got my most recent two qualifications in education were offering courses in AI for teaching (they did offer AI courses for computing students). There are some vocational education, but mostly for computer game development, some for business, none for education. I tried searching my friendly local TAFE, but "artificial intelligence" only comes up in the academic misconduct policy. 

There seems to be the opportunity to create courses on AI or education, perhaps also to educate academics about education. Many of the approaches to using AI in teaching and assessment are based on well known educational techniques. In effect AI is exposing poor teaching and assessment techniques. The solution is to use better techniques, which can incorporate AI.

Along the way there was discussion of program assessment structures where the student is given formative feedback in individual courses, then assessed at the end of their program. Such an approach makes sense in terms of education, but I suggest is not a viable product. As a student I am studying part time while working, so a bachelor's degree will take me six, or more, years. The risk of investing many tens of thousands of dollars for potentially no return (if I fail the final assessment) is unacceptable,. I want a return on my investment much quicker, at least within a year. As a result I will sign up where there are stacked credentials offered, even while grumbling about all the assessment. ;-)

ps: The environmental effects of AI came up. This amplifies the concern over data centers generally, in terms of energy and water use. It is not difficult to do back of the envelope calculations and I previously showed computer students how to do this. 

pps: I commented to Bert that I could not find any AI for teching courses and he suggested I ask Chat GPT to design one with the prompt "Write a course outline for a graduate course in Artificial Intelligence for Education to teach university academics in Australia.". Here is what it came up with:

Course Title:

Artificial Intelligence for Education

Course Level:

Graduate (Professional Development / Postgraduate Coursework)

Target Audience:

University academics, educational technologists, learning designers, and administrators in Australian higher education institutions.

Course Duration:

12 weeks (can be adapted to 6-week intensive format)

Delivery Mode:

Blended (Online + Optional In-Person Workshops)

---

Course Description:

This course equips university academics with a deep understanding of artificial intelligence (AI) and its transformative role in higher education. Participants will explore current and emerging AI technologies, pedagogical opportunities and risks, ethical considerations, policy implications, and practical strategies for integrating AI tools into learning, teaching, and assessment. Special emphasis is placed on the Australian higher education context, including alignment with TEQSA and national education policy frameworks.

---

Learning Outcomes:

By the end of the course, participants will be able to:

1. Explain foundational concepts and types of AI relevant to education.

2. Evaluate current AI applications in teaching, learning, and assessment.

3. Design AI-enhanced learning activities and assessments.

4. Critically assess ethical, legal, and social implications of AI use in education.

5. Interpret Australian higher education policy in relation to AI implementation.

6. Demonstrate leadership in responsible and innovative AI adoption at the institutional level.

---

Weekly Topics Overview:

Module 1: Foundations of AI in Education (Week 1–2)

• Introduction to AI, machine learning, natural language processing, generative AI.

• History and evolution of AI in education.

• Overview of current tools (e.g. ChatGPT, Copilot, AI tutors, predictive analytics).

• Case studies from Australian and global universities.

Module 2: AI in Learning and Teaching (Week 3–4)

• AI-supported personalised learning and adaptive systems.

• Intelligent tutoring systems and learning analytics.

• AI in online, blended, and face-to-face modalities.

• Impacts on curriculum design and academic roles.

Module 3: AI in Assessment and Academic Integrity (Week 5–6)

• Automated grading, feedback generation, and formative assessment.

• Designing AI-resilient and AI-enhanced assessments.

• Addressing academic integrity, contract cheating, and detection tools (e.g. Turnitin AI detectors).

• TEQSA guidance and institutional policies.

Module 4: Ethical and Societal Considerations (Week 7–8)

• AI bias, transparency, explainability, and fairness.

• Privacy, surveillance, and data protection (incl. Australian privacy laws).

• Inclusion, accessibility, and equity in AI adoption.

• Frameworks (e.g. UNESCO AI ethics, Australian AI Ethics Principles).

Module 5: Policy, Governance, and Strategic Leadership (Week 9–10)

• Institutional AI strategies in higher education.

• TEQSA, AQF, and other regulatory frameworks.

• Developing policies for AI governance in teaching and learning.

• Risk management and future-proofing universities.

Module 6: Capstone Project and Futures Thinking (Week 11–12)

• Scenario planning: the future of AI in higher education.

• Capstone: Propose a strategy, curriculum redesign, or policy for AI integration in your institution.

• Peer review and reflection.

• Pathways for ongoing development and institutional leadership.

---

Assessment Tasks:

1. AI Tool Evaluation Report (20%)
   Review and critically evaluate an AI tool relevant to teaching or assessment.

2. Discussion Journal (20%)
   Weekly reflections and engagement with peers on ethical, pedagogical, and technical issues.

3. Case Study Analysis (20%)
   Analyse a real-world use of AI in higher education, including risks, benefits, and improvements.

4. Capstone Project (40%)
   Develop a detailed proposal for implementing or evaluating AI in your teaching or institutional context, aligned with regulatory and ethical frameworks.

---

Learning Methods:

• Weekly asynchronous modules (videos, readings, quizzes)

• Interactive webinars with AI and education experts

• Collaborative projects and case-based learning

• Hands-on experimentation with AI tools (e.g. ChatGPT, Copilot, Perplexity, LMS-integrated AI)

• Online community of practice

---

Recommended Readings & Resources:

• Luckin, R. (2018). Machine Learning and Human Intelligence.

• Selwyn, N. (2021). Should Robots Replace Teachers?

• TEQSA & DET Reports on AI in Higher Education (Australia)

• UNESCO and OECD Guidelines on AI and Education

• OpenAI and Microsoft Copilot documentation

---

Optional Workshops (In-person or Online):

• “Designing Assessments in the Age of AI”

• “AI for Learning Designers and Educational Developers”

• “Ethics and Policy Roundtables: Creating AI Governance Models”

TechUplift25: Empowering Cyber Security through AI-driven Capability

I just registered for TechUplift25: Empowering Cyber Security through AI-driven Capability, being run by the Australian Computer Society at the Hyatt Canberra, 26 June 2025. Ironically, this morning Facebook blocked my access, requiring me to prove I was human.

Will AI Cause Universities to Have Trained Teachers?

Greetings from day 2 of "The Evolving University" stream of EDUtech Australia 2025 at the Sydney Convention Center. Associate Professor Rachel Fitzgerald, Deputy Associate Dean (Academic) UQ pointed out that academics who teach are mostly not trained teachers. What I hope she would say next was "here is how we can get them trained and qualified". Instead she talked about AI. Unlike most of my colleagues I have been trained to teach. But then Professor Fitzgerald pivoted to the %PACK teaching techniques. As I understand it, the idea is to offer teacher training as a response to concern over AI. It is a clever idea, but perhaps not sustainable. Without compulsion I am not sure universities will put the resources into staff qualified to teach.

International Education and the Australian Economy

Greetings from day 2 of "The Evolving University" stream of EDUtech Australia 2025 at the Sydney Convention Center. George Williams, WSU, made the point international students spend money in Australia and also provide essential workers in areas such as health care. Jonathan Chew, VP International Education Association Australia said education was NSW's second largest export. He admitted students do compete for housing in inner city areas near universities. Professor Williams said that the families of international students invest their life savings in student fees (which raises ethical concerns about universities profiting from these students). Patricia Davidson, Chair NSW International Education Advisory Board argued for recognition of overseas qualifications for professionals. Professor Williams called for a "return to rationality" in political debates on education. 

It was disappointing there was no time for questions. I wanted to ask about the opportunities and risks of vocational degrees, if done well they could improve equity, or they could trash Australia's international education reputation.

International Higher Education and Technology

Greetings from the  "The Evolving University" stream of EDUtech Australia 2025 at the Sydney Convention Center. This is my first chance to blog something as I have been charing the event all afternoon. May of the sessions have been on AI, with criticism of AI detectors and of hose wanting to pretend it doesn't exist. We are ending on a positive note on teaching students to use AI and other tech to be better workers. COVID-19 got only one mention, as something which prompted adoption of online learning.

Educating Computer Professionals

Tom Worthington with the
ACS Team at Edutech AU 2025

Greetings from the exhibition floor of EDUtech Australia 2025 at the Sydney Convention Center. I dropped into the Australian Computer Society stand. I am on the ACS Professional Standard Board, which sets standards for the education of computer people at universities and in the vocational sector. This afternoon I am chairing "The Evolving University", as the Higher Education stream of the conference.

The University Evolving in Sydney This Week

I am delighted to be chairing "The Evolving University", at the Sydney Convention Center on Tuesday. This is the Higher Education stream of EDUtech Australia 2025. Here is the program (there are plenaries with the other streams before this):

Understanding authentic assessment and how it applies to digital learning

• Prof Kevin Ashford-Rowe, Pro Vice-Chancellor (Learning and Teaching), Queensland University of Technology

Heads we win, tails you lose: AI detectors in education

• Mark Bassett, Director, Academic Quality, Standards and Integrity, Charles Sturt University

Creating a more digitally enabled University, 

• Cherie Diaz, Executive Director, Education Innovation, Western Sydney University
• Lynnae Venaruzzo, Head, Technology Enabled Learning, Western Sydney University

Capabilities of AI in the context of contemporary learning, teaching and assessment

• Danny Liu, Professor of Educational Technologies, The University of Sydney

Cheating ourselves: Higher ed’s missteps with Generative AI

• Lew Ludwig, Director, Teaching Center, Denison University

Grounding AI in learning theory

• Craig Sims, Academic lead: Digital Pedagogies, Curtin University

PANEL - International education and edtech ecosystems for higher education

• Moderator: Mark Greentree, Executive Director, Technology Enablement, NSW Department of Education

1. Harneet Singh, The Lion Founder and Chief AI Officer, Rabbitt AI
2. Zuraidah Ismail, Director, Pusat PERMATA Kurnia (Ministry of Education)
3. Dr Geri Harris, Business Undergraduate Programme Director, Auckland University of Technology (AUT)