World Product Day

Greetings from the World Product Day in Canberra. This is the second time today I turned up to an event having no idea what it was. The first was a Zoom Eportfolios Australia "PARE" "Shut up and write" session. This one is about accessibility: "Embedding accessibility throughout product development". There is pizza and post it notes, so I feel at home. 

Simon Chan is first up, talking about their product having to meet Microsoft User Interface standards. 

Adam Cooper and Brigitta (Bri) Norton will then talk on the Digital Transformation Agency’s Digital Service Standard.

Work Integrated Learning in the Age of AI

Next week I have been asked to help run some sessions at a symposium on Work Integrated Learning (WIL) for students of computing and related fields. It is a good time for this, as I just spent a semester tutoring four teams of students working on projects for clients. Also I mentored two groups of interns, one group working for private enterprise on AI projects, and the other working for government agencies. 

While I had mentored interns previously, and also mentor now entrants to the computing profession for the Australian Computer Society), I had not tutored the project students for some years. The group computer project course at the Australian National University ("Techlauncher"), was revamped this year, so I decided to tuor, to help bed in the new format & learn more about the new approach being used.

At the same time the concern over AI use at universities, and the debate over practical skills for students have not died down. To add to this, vocational degrees were added to the Australian Qualifications Framework (AQF) in February. This allows non-university educational institutions to offer degree level qualifications with more work integrated learning, or even entirely by WIL. Such a format is not new, and I learned computing only partly at a university, the Australian Bureau of Statistics hired trainers who came in and ran courses on site. I was paid to work downstairs part of the day, then go upstairs for training (on full pay).

As it happens I registered for an Eportfolios Australia "PARE" (Plan, act, reflect & eportfolio) session. I had assumed this was the usual webinar, but when it started, I discovered it was "Shut up and write" format. So I am writing. 

I am assisting with two sessions at the symposium: "Learning Systems: Canvas for WIL, Virtuous Loop", and "Accreditation requirements & Ungrading WIL". The "Virtuous Loop" is something some of my colleagues tell me they know about, so I will leave that to them.

Learning Systems: Canvas for WIL 

A few weeks ago I did the introductory training for the Canvas Learning Management System being introduced to ANU. Canvas seems very similar to Moodle, so should be suitable. My approach is to use the LMS as a place to provide the student with their instructions as to what to do, then collect the results. The actual learning happens elsewhere, outside the LMS. This approach works well with WIL, which clearly can't happen within the confines of the tools an LMS provides.

ePortfolios

This then raises the question of what other tools we can use to help the student with WIL. Given I am writing this during an ePortfolios Australia session, the most obvious is an ePortfolio. Canvas has an ePortfolio tool called "Folio". However, this is unlikely to have adequate versioning features to be usable. To be of use, we need to know when the student added what to their portfolio, including every edit,  for "show your work". Also we need to track the contributions of individual students in group projects, where they are assembling a jointly developed document. It is likely we will need to use tools like GitHub for this purpose. That will require training for non-computing students, unused to the concepts inherent in such tools.

Accreditation requirements & Ungrading WIL

Bodies such as the Australian Computer Society and Engineers Australia, accredit university courses. Common requirements of accreditation is for the student to have some group, work and project experience. I mentor interns who work individually at a real workplace and tutor group project students who work on a real project for a real client. In both cases there is scaffolding of the experience, to make it into a course. There are a few lectures, but the emphasis is on meeting with a mentor/tutor regularly. There are also assessed tasks to complete. These tasks are designed to be relevant to real world experience. Typically the students start by negotiating what they are going to do and submit a statement of work document, agreed with the client, for assessment. Also they typically end with a reflective work on what they did and learned from the experience. In between there are progress reports. In the case of internships, the assessor relies on reports from the client, as it is not feasible for them to assess the actual work the student does. In the case of group projects, the assessor may have more access to the work product, but even ... oops time is up ...

At this point, as per the PARE process, we stopped writing and had a few minutes discussion. I shared this document, up to this point. We discussed how to collect notes on what we had been doing for future use. This is very relevant to a discussion of how students document and provide evidence of, what they did in WIL. For assessment purposes we need that evidence, but it can't be too burdensome, for the student, their client, or the assessors. Ideally the evidence is captured as a byproduct of the WIL. This happens reasonably naturally for computer project students, who use online tools common in industry for software development. These tools timestamp every contribution by every team member, and provide statistics on their overall contribution. 

Grading WIL

Some WIL is not integrated. The student is required to undertake a set amount of work experience. A supervisor attests the student did the work. There is no detailed analysis of what they did, or how well. At the other extreme, a program like Techlauncher has assessors examining what each student does every week, and in more detail at checkpoints through the year. 

Typically in vocational education, students are assessed on a pass/fail (Competent/Not yet competent) basis. Even if there is a numerical grading, this is reduced to pass/fail at the end of the unit of study. The logic behind this is that the student is being assessed as being able to do a job. In some industries this is a legal requirement: no ticket, no job.  In contrast a university student is typically graded numerically on a 100 point scale, which is then reduced to a 4 to 7 level grade. The student's grades are aggregated to give a Grade Point Average  on a 4 or 7 point scale.

The course results and GPAs may be used internally as a requirement for students to progress in their program, or to apply for advanced study, but are of little or no value to outside employers. Given that WIL doesn't involve they type of learning of a typical academic course, they use of 100 point or even 7 point scale for assessment seem very artificial. The purpose of the exercise is not for the student to be excellent at working in a workplace, they can't be expected to achieve that ... opps time is up again. 

Conclusion

Having written about the topic stream of consciousness style, it is time to try to make some short, hopefully helpful, comments on WIL:

Learning Systems: Canvas for WIL 

LMS for Scaffolding

A learning management system is useful for providing structure for WIL. The unfamiliar and fragmented nature of WIL can be confusing for both students and staff. The LMS can provide a step by step checklist of who needs to do what, when, & a catalog of the tools and guides they need.  

Not Too Integrated

An LMS is not designed for WIL. A useful approach is to use the LMS to tell the student what they need to do, then have them go off and do it with specialised tools, but bring the evidence of what they did back to the LMS for assessment, and feedback. 

Most of the evidence of learning outcomes can achieved work products, rather than specially created academic artifacts. As an example, the client or supervisor can be asked to rate the student's performance. The work plans and output can be directly assessed. The tools used to record the student's work can be used to verify they were actually doing the work. As an example, tools such as GitHub record each time each team member contributed to the repository, timestamped. 

Accreditation requirements & Ungrading WIL

Accreditation authorities want to be assured the student achieved all skills and knowledge requirements at the set level. This can be difficult with WIL, as what the student does varies based on the client/supervisors' requirements. One way to meet the requirement is by adopting the approach of vocational education. Rather than assess how well the students achieved various tasks, and check they met an overall requirement, check they performed on each to the required level of competency. Numerical measures and scales can still be used, but what is important is the student achieved every requirement.

Best of EduTech Asia 2025

EduTech Asia 2025 is in Singapore 4 TO 6 November. The preliminary agenda is now out. Here are my selections from the Higher Education stream:

Pre-Conference Workshops: 4 November 2025

10:00 Revolutionise learning with competency-based design thinking

14:00 Blended learning 2.0! Designing a community of inquiry to enhance student learning

Conference Day 1: 5 November 2025

11:00 Panel: Can AI and data create a more personalised learning approach?

11:45 Fireside chat: The rise of the AI tutoring technology

14:10 Case study presentation: Enhancing teaching experiences through Nanyang Polytechnic’s competency-based learning approach

Redefining the Australian Degree

Greetings from the Professional Standards Board of the Australian Computer Society (ACS), meeting in Adelaide. I jokingly told some academic colleagues that I was at a meeting to redesign the Australian degree. This is a slight exaggeration. Professional bodies, such as ACS, set accreditation standards. Universities and other educational bodies can choose to be accredited, but to do so must meet the requirements. As a result what professional standards are set influences what is in degrees. A current, and ongoing issue, is the balance between practical skills for immediate use, and what will be needed over a career. Another is how to improve, and formally recognise, learning which takes place outside the institution. 

Some other issues are AI Adoption, and Digital Skills (such as DigComp 2.0). Also hanging over everything is cyber security.

ps: In terms of how moden meetings are run, while all the broad are physically present, we still have video conferencing running, for some staff giving presentations from offices in other cities. Even though I am in the room, I found it useful to join the video conference (with no sound), so I can see presentations up close on my laptop. 

AI Generated Instructions

Speaking at the Australian Computer Society Canberra Branch this evening, Harry Hoang from Tailored Accounts Trude, asked his staff to use two AI systems to write a step by step process to apply for a complicated government tax deduction. Both provided an accurate useful guide. He emphasized these systems did not need the back and forth of Chat GPT: one request gave a useful answer. Genspark and Felo AI were the AI tools mentioned. 

Be Recognised as a Leaders in Education for only $1,000?

Recently I received an email which I thought was asking me to write an article nominating to educators. A fee of just over $1,000 was offered. But when I looked more closely, I would have to pay the fee and then I would appear as one of the leaders.  Along with a  profile or me, would be a photo. I would even get a certificate recognising my achievement (the achievement in this case being have paid a fee). Does anyone really fall for these sort of scams? 

Singapore Fintech Festival 2025

At Singapore FinTech Festival 2022

The Singapore Fintech Festival is now accepting free registrations from academics. This is a very big event filling much of the Singapore Expo center. In 2022 I never actually got to any of the presentations and just wandered around talking to be on standards (including mayy Australians) and at the drinks in the evening. To help get me to the  I have volunteered to fill in if the scheduled chair doesn't turn up for a session.

My Last Review

I have decided to stop reviewing papers for academic journals (I will still do for conferences I am involved with). The reason is that the academic publishing system is exploitative. Reviewers don't get paid, or any other form of compensation, for reviewing. In theory this is something you do, as you will then have your papers reviewed. But in practice there are many free riders. My gesture is a tiny one, but then I remember when I decided to stop giving lectures and that gained traction.

Authors submit papers and expect others to review them, but are not required to review. The authors receive a benefit from published papers, and a financial benefit when this results in a job, or research grant. Some publications are for profit and the published receives revenue from subscribers. The ones missing out from this are reviewers, who get no credit, or payment. So I will stop doing this. 

The system could be easily fixed. Reviewers could receive a voucher for each four papers they review, entitling them to priority processing for one paper submitted. For for-profit publications, they could simply be paid.

Publications could also invest in automated tools to take some of the drudgery out of reviewing. This would check for plagiarism (especially self plagiarism, where autoes submit the same paper, or ones with just a few changes, to multiple publications). Systems could also check references in papers. 

Canvas for WIL and Accreditation

This week I have been on training to use the Canvas Learning Management System (LMS). I have been using Moodle for 17 years, but Canvas doesn't look that different. At the same time I have been asked to contribute to a local event at ANU College of ANU College of Systems & Society on how to improve Work Integrated Learning (WIL). As I happened to be learning Canvas I have volunteered to lead a session on how it can be used for WIL. As I have been involved with accreditation for the Australian Computer Society (ACS) I also volunteer to contribute to a session on that. Here I am collecting my thoughts on the topic.  

There are specialised systems to help with experiential learning. Some of these are very specialised. As an example, I provided some advice on the development of the Student Practice Evaluation Form – Revised (SPEF-R) at The University of Queensland. This is used for occupational therapy students on placements. It has been used across Australia and is very useful for that purpose, but not applicable to other professional training. 

A LMS can't help with the difficult task of finding places for students to get experience. But they can help provide students with the familiar structure of a "course" with deliverables. Also underappreciated is to give staff some structure. These can be the workplace clients or supervisors of the students, but also the academic staff mentoring and assessment them. 

One idea which came up with Canvas training about quizzes was to use such simple tests to help orientate the students. I asked Microsoft Copilot to create a set of multiple choice questions, based on the ANU Techlauncher public description. Here is one of the questions:

Q: What is the primary goal of the TechLauncher program?

  A To develop advanced coding skills
  B To foster teamwork and project management skills
  C To learn about the latest technology trends
  D To prepare students for academic research

This may seems trivial, but it can be difficult to get students (and staff) out of the habit of seeing learning as about attending lectures.  

Assessment

The LMS can be used to lay out the milestones for the WIL, each with an assessed task. Rubrics can be used to clarify and simplify, the assessment. The student can see what they have to do, the assessor then indicates by ticking boxes on the rubric, how well they have done it. 

One challenge for universities is the form of assessment to be used. Vocational education would normally only use pass/fail grading (or "Competent/Not Yet Competent"). Universities tend to use a scale (and some accretion processes require this). However, perhaps on all of the tasks for WIL need to be graded finely. Small tasks can be pass/fail, with a few to grade more finely. 

Collaboration

I am most familiar with the ANU School of Computing's Techlauncher and Internships. Techlauncher has groups of students working for a client, whereas internships are individual. This semester I have been assigned a group of interns all at the same company and another all with the Australian Public Service. This provides mutual support for the students, and something which might be formalised, in a similar way to group projects. 

Accreditation

Accreditation bodies, such as ACS and Engineers Australia, need to be assured that every student achieves every learning outcome required from WIL. The risk is the university will simply send the student off to work and they will have AI write them a report. The LMS can help with assurance by showing there is a structure to the process. The evidence for each learning outcome can be recorded in the LMS, timestamped. This can be accompanied by a report from the workplace supervisor to say the student was there and performed, to the required standard. 

Charting the Future of Australian Higher Education in Sydney 11 & 12 June

I will be chairing part of the Higher  Education stream of EduTech_Au in Sydney 11 & 12 June. You can read about my previous visits and talks at EduTechs. These events can be a little overwhelming with the number of parallel stream and the scale of the exhibition. It helps to do your homework, using the website, or the app, to select who to listen to when, and book visits to vendor stands.

Assessing Student Team Project Work

 Greetings from the ANU Techlauncher "Sprint 1" assessment review. There are 12 tutors (mostly in person, a couple online) plus two convenors reviewing grades from assessment of the first assessed task for project students. There list a list of teams on the wall, with each tutor going trough their proposed graduate and comments for each team over the last few weeks. Issues with the nature of the project, problems with the client are addressed as we go along. The meeting has been going for two hours. This is a slow, often tedious, occasionally exciting, process as those involved argue over grades and techniques. Students, and the public, may not realize how much effort goes into grading, and how much this is an art, rather than a science. With projects for real clients, which are all different, there is no easy way to do this. 

Indonesia’s EV Policy an Opportunity for Australian Higher Education

Greetings from "Indonesia’s industrial policy: downstreaming and EV supply chain" seminar at the Australian National University in Canberra. Hilman Palaon from the Lowy Institute pointed out that while the Indonesian government has a policy to encourage local processing of nickle for electric vehicle batteries, there is a lack of expertise at local universities to train workers. China is looking to meet this demand for education, but I suggest Australian universities and vocational educators could have a role. Also both nickle and aluminum refining requires large amounts of electricity. This could be a use, I suggest, for renewable energy exported by cable from northern Australia.

What is on in Sydney 11 to 12 June?

I booked for EduTech Asia 2025 in Singapore 5 to 6 November, but then realised there is another conference much closer to home: EduTech_Au in Sydney 11 & 12 June. Last year at the Singapore event Professor Angela Lee from Sunway University Malaysia, and I talked about AI and education in a "silent disco" fireside chat. I don't know if Sydney is having equivalent activities. Any suggestions as which speakers?

With Vocational Degrees is there Much Left for Universities to Do?

Vocational Degrees were added to the Australian Qualifications Framework on 17 February 2025. These are at the same level as a university bachelor's degree (AQF Level 7), but deliver by Vocational Education institutions and with an emphasis on work skills, including those gained via an apprenticeship.  It is not clear if this signals a Dedawkinsation of Australian higher education. In 2024 I visited two of Singapore's Polytechnics and was impressed with their work. 

In my discipline of computing it would be difficult to see the difference with a vocational degree. Students are required to do practical training, through a project, group work or internship, for their qualification to be accredited, regardless of what type of institution is delivering it.

In the late 1980s Education Minister John Dawkins reformed Australian higher education. This "Dawkins Revolution" resulted in degree awarding colleges merging and becoming universities. Having VET sector institutions awarding degrees could be seen as a partial undoing of this revolution, although they will not have the autonomy universities have to define their own degrees.

Australian universities only need a few students undertaking undergraduate training oriented to research in order to provide candidates for advanced research in academia and industry. The majority of undergraduates are undertaking vocational training for a job. If the VET sector can now provide Vocational Degrees for these students, will university education need to be scaled back?

Vocational degrees are being introduced at the same time AI is developing. New degrees could be AI enabled, providing each student with a synthetic personal tutor.

ps: I happened to bump into John Dawkins a few years ago at the ANU campus and was delighted to be able to point out the new buildings to him.

What is on in Singapore 4 to 7 November?

I just booked for EduTech Asia 2025 in Singapore 5 to 6 November. Last year at the event Professor Angela Lee from Sunway University Malaysia, and I talked about AI and education in a "silent disco" fireside chat. Usually I give some talks and attend some extra conferences. Any suggestions? Anyone like a a presentation on something?

Study or starve? Financial challenges of students studying in Australian and New Zealand Universities.

Greetings from "Study or starve? Financial challenges of students studying in Australian and New Zealand Universities" online from the Australian Centre for Student Equity and Success (ACSES). Professor Karen Charlton from the University of Wollongong, discussed a salutogenic approach, looking at what helped students, rather than just what the problems were. Research shows that disabled, international and indigenous students were at higher risk of financial insecuirty, which interfered with their study. This is of interest, as I was one of those students from a low SES background, who struggled at university.

A difficult issue is unpaid placements. Some professions, such as nursing, have a tradition of long placements being required. These placements are typically unpaid. In effect, universities are complicit in forcing students to work for free. Should universities ban free placements, in the expectation that employers would then be forced to pay the students.

I am on the Australian Computer Society board which sets accreditation requirements for computing degrees. The students can do project work, as an alternative to placements. This helps with international students in Canberra, who have difficulty getting a placement, paid or unpaid, due to security constraints. Perhaps other professions should be doing this.

One option which could help students would be to encourage them to commence their studies at TAFE. They could undertake a short qualification to get an entry level job, before considering university. Also making part time online the default option for university study. Students should not be made to feel bad if it happens they can't get to campus. 

Belief Data for Recommendation Systems

Greetings from the weekly AI, ML and Friends Seminar at the Australian National University School of Computing, where Prof. Guy Aridor from Northwestern Kellogg School of Management is speaking on "The Value of Belief Data in Online Recommendation Systems". These are the systems which online stores use to recommend a product or post, based on what your friends like. Prof. Aridor's approach is to extract what each person likes. Such systems are worth billions of dollars and can also influence the outcome of elections. 

Shifting educational practice through technology

Greetings from the ASCILITE MLSIG weekly online meeting, where convenor Thomas Cochrane (University of Melbourne) just reminded us about the "SoTEL 2025—Call for Participation" for 9th of May. This will use the rapid-fire Pecha Kucha presentation technique. Topics are Scholarly Practice, learning innovations, professional development innovations, and outcomes of communities of practice: if it is using a gadget for teaching, it is on topic. 

Governance at Australian Higher Education Providers

The Senate Education and Employment Legislation Committee is holding an inquiry into the "Quality of governance at Australian higher education providers". I made a submission on 3 March. The Committee has not approved the publication of my submission yet, but it was along the following lines:

1. TEQSA Powers Adequate: The Tertiary Education Quality and Standards Agency (TEQSA) can investigate corporate governance issues at Australian higher education providers, where relevant to the quality of education provided. Compliance with workplace, employment practices, executive remuneration, and the use of consultants are covered by other agencies.  
2. Introduce Real Time Monitoring: TEQSA could use real-time analytical techniques to detect unusual behavior in an organization in days, rather than having to wait for an annual report.
3. Focus on more important issues: Australian universities face challenges adapting to online education and competition from offshore providers. These are more pressing issues than governance.

Open Source AI and Cybersecurity?

Greetings from 'Open Source Evolution: Where AI Meets Cybersecurity - Navigating the New Security Paradigm" at the University of Canberra. Open and secure are normally thought of as opposite ends of the spectrum. But Red Hay, OpenSI and others would argue otherwise, with collaboration on code and standards. An example is vLLM open source code for data private AI.

University Efficiency Through Better Trained Academics

The Senate Education and Employment Legislation Committee is inquiring into the "Quality of governance at Australian higher education providers". However a more important question, I suggest, is the skills which academics need. Rather than worrying how much Vice Chancellors are paid, I suggest more attention and resources be put into ensuring academic staff, at all levels, have the skills needed to work efficiently, in administration, project management, and education. This could be done by offering courses and qualifications which can be undertaken by staff and students. This would also address the demand for quick up-skilling in industry and government. It will reduce costs through more efficient academic work and improve revenue through more course fees.

When I accepted an invitation to join ta university as a Visiting Fellow 25 years ago, I expected to be mostly conducting research, and thinking great thoughts. What I had not realized was the importance of administration, project management and teaching to a university. The Australian Public Service had trained me in administration & project management, however teaching was new to me.

I was reluctantly talked into undertaking the free basic teacher training provided by the university. To my surprise, I found it reduced the stress of teaching and assessment, as well as made the process much more efficient. Also, I discovered that lectures and examinations were not the only way to teach and assess, and were some of the least useful. I went on to further education studies, first at my own university, then at an affiliated one, and then on the other side of the world in North America (Worthington, 2018). This education made teaching easier, particularly when COVID-19 struck, as I had trained for that contingency (Worthington, 2020).

Universities could introduce teaching techniques that provide better, more efficient, and more realistic learning for students. Examples of this are the Australian Crisis Simulation Summit run from ANU by Professor Barrie (ANU, 2025), project work in the ANU Techlauncher program (Awasthyet al., 2017) and internships of the ANU School of Computing (Sweetser, King, & DeWan, 2020). Such intensive programs have typically required large teaching staffs, but with technology, this can be reduced (Birt et al., 2024).

Rather than grade sounding large-scale initiatives, I suggest introducing better administration, project management, research management, and teaching, by teaching these to the students as part of formal assessed courses. Staff can undertake modules from the same courses as offered for students, take the same tests, and be awarded qualifications as a form of "dogfooding" (Worthington, 2018). These modules can also be offered to industry and public service staff.

References

Awasthy, Richa, Shayne Flint, and Ramesh Sankaranarayana. "Lifting the constraints—closing the skills gap with authentic student projects." 2017 IEEE Global Engineering Education Conference (EDUCON). IEEE, 2017. https://doi.org/10.1109/EDUCON.2017.7942964

ANU, "Australian Crisis Simulation Summit",2025, https://australiancrisissimulationsummit.com/

Birt, James R., Thomas Cochrane, Elisa Bone, Mehrasa Alizadeh, Paul Goldacre, Vickel Narayan, Todd Stretton, Robert Vanderburg, and Tom Worthington. "(Re) defining Mobile Learning in the Post COVID-19 and GenAI Era." In 2024 ASCILITE Conference: Navigating the Terrain: Emerging frontiers in learning spaces, pedagogies, and technologies, pp. 551-555. Australasian Society for Computers in Learning in Tertiary Education, 2024. https://doi.org/10.14742/apubs.2024.1336

Sweetser, P., King, A., & DeWan, T. (2020, February). Setting students up to succeed in computing internships. In Proceedings of the Twenty-Second Australasian Computing Education Conference (pp. 114-121). https://doi.org/10.1145/3373165.3373178

T. Worthington, "Blended Learning for the Indo-Pacific," 2018 IEEE International Conference on Teaching, Assessment, and Learning for Engineering (TALE), Wollongong, NSW, Australia, 2018, pp. 861-865, https://doi.org/10.1109/TALE.2018.8615183

T. Worthington, "Being a Mature Age University Student: 2011 to 2017", Higher Education Whisperer (Blog), January 2, 2018 https://blog.highereducationwhisperer.com/2018/01/learning-university-teaching-2011-to.html

T. Worthington, "Responding to the Coronavirus Emergency with e-Learning", Athabasca University, April 17, 2020. https://web.archive.org/web/20200811064635/https://news.athabascau.ca/beyond-50/responding-to-the-coronavirus-emergency-with-e-learning

The Senate Education and Employment Legislation Committee is holding an inquiry into the "Quality of governance at Australian higher education providers". Submissions are invited by 3 March 2025, with a report due 4 April 2025. 

Accelerating and Democratizing Scientific Research Lifecycle

Greetings from the ANU School of Computing, where Qingyun Wang from University of Illinois Urbana-Champaign is speaking on Accelerating and Democratizing Scientific Research Lifecycle. Much has been written about more research of lower quality being published. Rather than bemoaning the role of AI in making this worse, here the idea is to use "AI for Scientists" (AI4Scientist) to address it. The first part of this is to automatically analyze papers to provide structured data. This can be used to explain the paper to the reader and also fact check it.

This can be taken further to expand the generation of hypotheses, but so far in very restricted well defined fields, such as biomedical. AI could also be used to seek out "hidden treasures" in the scientific literature. This would be a boon, as there is a lot of papers which simply repeat previous research, with slight variations. 

What I find most interesting is the possibility to use this to teach students to write better papers. It could also be used to help working researchers write more readable papers, with fewer errors. It would be interesting to see how well this would work for non-STEM disciplines where the format of papers is not so constrained. A particular problem for human readers, and likely for AI, are interdisciplinary research. 

Kuan Yew Global Business Plan Competition

Greetings from the Canberra Innovation Network First Wednesday pitches. An unusual one was Pranav Krishna from the Lee Kuan Yew Global Business Plan Competition (LKYGBPC). Australians can enter the competition.

Energy Innovation in the Vault

Greetings from the Vault in Canberra, where an Energy Innovation Exhibition is being held. I was here a few weeks ago for an ACT Government Apartment Complex Electrification launch. This time there is about $20M in energy grants on offer from the ACT.

Some of the start-ups displayed seem readymade for the market. Examples are ways to repair old solar panels and an app which identifies where community batteries are needed. Others are a little more futuristic, such as a hydrogen powered speedboat (which looks like a USV from the Black Sea).

PS: * The technology does have defence application. At present there is concern over Australia's ability to patrol it's shores. One way is with small autonomous vessels. But these need more power than a battery can provide. This could be from hydrogen made on board, allowing the vessel to patrol for months.

Senate Inquiry into the Quality of Governance at Australian Higher Education Providers

The Senate Education and Employment Legislation Committee is holding an inquiry into the "Quality of governance at Australian higher education providers". Submissions are invited by 3 March 2025, with a report due 4 April 2025. 

 The terms of reference of the inquiry are:

"The adequacy of the powers available to the Tertiary Education Quality and Standards Agency to perform its role in identifying and addressing corporate governance issues at Australian higher education providers, with particular reference to:

a. The composition of providers' governing bodies and the transparency, accountability and effectiveness of their functions and processes, including in relation to expenditure, risk management and conflicts of interest;

b. The standard and accuracy of providers' financial reporting, and the effectiveness of financial safeguards and controls;

c. Providers' compliance with legislative requirements, including compliance with workplace laws and regulations;

d. The impact of providers' employment practices, executive remuneration, and the use of external consultants, on staff, students and the quality of higher education offered; and

e. Any related matters."

Some points in the submissions so far

So far five submissions have been published:

1	Dr Fiona Martin (PDF 60 KB)
2	Mr Ian Gray (PDF 1310 KB)
3	Mr Robert Heron (PDF 56 KB)
4	Dr Raffaele Ciriello (PDF 93 KB)
5	Emeritus Professor William Maley (PDF 328 KB)

Dr Martin expressed concern about universities being more about business than education and research and high Vice Chancellor salaries. Mr Gray is concerned about TEQSA's powers to do their job, lower entry and pass standards at universities & a lack of reporting & auditing of research grants. Mr Heron proposes public reporting on accredited courses & is concerned about conflicts of interest where academics require students to purchase the books they wrote. Dr  Ciriello is concerned by "a managerial elite that prioritises profits over academic integrity".  and proposes adopting the European model, where university executive are elected by faculty. Dr Maley expresses concern about the decay of ‘faculty governance’, with decision making concentrated in Deputy and Pro-Vice-Chancellors, and Chief Officers. 

Change processes at an Australian university

Greetings from the lawn outside the maths building at the Australian National University, where the new Provost, social scientist, is taking about how to integrate tech and people. They are qualified to talk on this, being an engineer and social scientist. This is opportune with the ANU engineering just renamed "Systems and Society".

Apartment Complex Electrification in a Vault With a Chef

Greetings from the "Vault" in Fishwick, Canberra, for the "Apartment Complex Electrification - Information Session". The vault is a windowless concrete structure, on a secured industrial site, looming like something from an action movie. Inside the Vault is an industrial kitchen, complete with a chef. As I walked in someone said "High Tom good to hear you on radio". 

This all distracted me from the public servants presenting on the Apartment Complex Electrification project. Some time ago I was on a working group advising the Chief Minister how to reduce energy use in the ACT. We focused on apartments as there were already programs for houses. But it turns out this is difficult for technical, legal and social reasons, thus the pilot program. 

After a few minutes it was explained the chef is demonstrating cooking on a low energy induction cooktop. The food was excellent.

The call for applications from apartment buildings to participate in the pilot will be released Monday.

Film screening - EveryOne, EveryWhere, EveryWhen

Greetings from the world premier of "EveryOne, EveryWhere, EveryWhen". This film discusses the environmental and social effects of water use in Australian rivers. As it happens, I took part in a tour of the Baaka, one of the rivers featured, & met Dobby, who is now on the panel discussion.

Calibrating AI For Saftey

Greetings from the Australian National University, where I attended the weekly AI, ML and Friends seminar. Jiawei Liu was speaking on "Uncertainty Calibration for Deep Neural Networks". I didn't understand the equations, but the idea, as I understand it, is to have a measure of how well AI is doing.

What got my attention was an example of recognising a speedboat. From the original photo it was clear to a human what this was. But the black and white outline, as used by some algorithms, looked to me like a USV (Uncrewed  Surface Vessel). These are being used, right now, in the Black and Read Seas, laden with explosives, to attack ships. The crews of warships have to maintain a lookout 24 hours a day, for weeks, trying to spot drone attacks. The USVs are modified speedboats so it is difficult to tell them from fishing boats. This type of AI analysis can help ensure mistakes are not made which could result in the loss of a ship, or the sinking of an innocent fishing boat.

Addressing Aging with AgeTech

Greetings from the IEEE AgeTech Aging and Longevity Webinar. This is early in the morning for me in Australia, so I was reluctant to attend. But being an IEEE Life Member I am in the age bracket for the topic. I am of an age where I have to deal with an increasing number of health, financial, and other issues, so Interest in how tech can help me. In recent weeks I have been to clinics, hospitals, transported by ambulance, scanned by CT & MRI devices, hooked to computer monitors, struggled to use health apps.

The webinar has good speakers, but is a little frustrating by being very US-centric & also having limited feedback. One speaker described the coming presenters as "pinch hitters", which I assume is a baseball term, so lost on Australian participants brought up on cricket. ;-) In the Q&A I asked about this, but did not get a reply. The chat forum is turned off, which limits the ability of participants to have a discussion. 

Speakers have covered some of the issues to do with the need for agetech to address the interfaces needed for people aging, the potential for technology in the home to provide more independence (and lower costs). 

I suggest we also should look at the positives. Smart phone offer the opportunity for better interfaces for those with a disability. These applications also help others, via the "Curb-Cut Effect": an accessibility feature introduced for one group can help other people. 

From purely self interest, AgeTech also has a group of increasinly wealthy & powerful customers. Older users represent a group whom many have disposable income & will vote for government funding to be spent on services for. 

One problem with this webinar is that it is taking a long time (44 minutes so far) to get to the call to action. So far none of the speakers has said what I can do, as a technologist, educator & IEEE member. Eventually I found a form to express interest for IEEE SA Industry Connection: IC24-010: Technology Standards for Aging (Age Tech). 

Australian Defence Advanced Research Projects Agency Proposed

An Australian Defence Advanced Research Projects Agency, modeled on the US DoD's DARPA, has been proposed in a paper published by the Australian Strategic Policy Institute (ASPI). I support the proposal, and not just because I suggested it myself in 1999. My proposal got some positive press at the time. I also had the honor of being pilloried in a public statement from DSTO, now Defence Science and Technology Group (DSTG). ;-)

Robert Clark and Peter Jennings propose a partnership between the Defence Department, industry and universities for research & development. This would be extended internationally to instutions in Australia's closet allies (the so called "Five-Eyes"). 

Jack Dalton's comments on ASPI's proposal are curious in that he expresses a grudging admiration for the Chinese political system. He notes the benefits of a centralized one party state in terms of economic development. However, I suggest centralized five-year plans are not necessarily a good way to become a world leader in a technical field. Japan tried this approach with the Fifth Generation Computer Systems project and found that throwing money at something does't necessarily work. Australia needs something more decentralized, fluid and flexible. Even in the case of China, their central plans are not as centralized as they appear.

University course ad written by AI

In its latest social media promotion Torrens University has boasted "Think this ad was written by an AI expert? You'd be right. Apply now to graduate with a Graduate Certificate of Software Engineering". It is a bold move, but a little confusing as there is a lot more to software engineering than AI. Also a graduate certificate is only six months full time study. That would make a good start, but a lot more training & study is needed to be a software engineer.

At this time of year universities promote alternate forms of education and entry, for those students unable to enter via high school results. UNSW is promoting their diploma entry: "Missed the ATAR for your dream UNSW degree? Don’t let that stand in your way. A UNSW College Diploma is your seamless pathway to your preferred degree – without losing time".