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Professor Anthony Whitty | Director, Centre for Education & Innovation, Australian Catholic University In this video, we chat with Professor Anthony Whitty from Australian Catholic University (ACU) about how the institution is innovating and adapting to AI developments; drawing on his role in overseeing learning and teaching efforts, academic integrity policies and procedures, and decisions regarding technology. Anthony recounts the university’s journey with AI disruption thus far, and the diversity of experience and educator sentiment which he describes as a ‘continuum’ of AI readiness. He also discusses their sequential approach for short, medium and long-term plans that fold AI use into their strategic direction. Sharing the university’s philosophy and overall strategy on assessment, Anthony examines the intentional use of summative and formative assessment to build trust in the student-educator relationship and serve as an early warning system, and its relevance to issues of integrity and generative AI. Responding to advice from TEQSA on resisting the temptation to return to paper-based exams to counter the perceived threat of AI authorship, Anthony explains his rationale for embracing the technology in a measured way. He also points to the need for more scaffolding around the teaching and learning component, and advocates for peer learning across the sector. What are some key considerations raised by the ACU case study on AI that could help inform your own approach? Watch the video to find out. https://www.integritymatters.tv

Kane Murdoch | Manager - Complaints, Appeals and Misconduct, Macquarie University, Australia In this video, we chat with Kane Murdoch from Macquarie University about his role in academic misconduct management, the strength of the ‘partnership model’ in detecting, reporting and investigating student misconduct cases, plus strategies and tools to meaningfully reduce contract cheating. Kane outlines the academic integrity model in place at Macquarie University, comprising a partnership that removes silos between academics and professional services staff by pairing academics’ unparalleled knowledge on pedagogy and their students’ needs with the investigative and regulatory skills held by professional services staff. Kane also shares his view of technology as instrumental to the misconduct investigation process and how it complements the unique skill set of professional services staff in collecting evidence of student wrongdoing that can be substantiated. How can institutions adopt the principles of a partnership model and mobilise resources to better tackle contract cheating? Watch the video to hear Kane’s advice. https://www.integritymatters.tv

Felicity Prentice | PhD Candidate, Edith Cowan University In this video, we chat with Felicity Prentice, PhD candidate at Edith Cowan University, who unpacks the factors influencing an academic’s decision to report - or not report - suspicions of contract cheating by students, grounding the discussion in her work and research for her PhD on this same topic. Felicity sheds light on the lesser-known challenges that problematise detection of contract cheating. Specifically, how educators and markers who develop a gut-feel of cheating amongst students are presented with the burden of proof to collect and write up evidence which is a labour-intensive exercise. Further still, the need to send it upstream where the chain of accountability can provide inconsistent outcomes. What steps can institutions take to cultivate an environment in which educators feel supported in reporting suspected contract cheating for further investigation? Watch the video to hear Felicity’s perspective. https://www.integritymatters.tv

Dr Jasmine Thomas, Associate Director (Academic Integrity) | University of Southern Queensland Renee Desmarchelier, Director (Microcredential Unit) | University of Southern Queensland In this video, we chat with Dr Jasmine Thomas and Renee Desmarchelier about their respective roles at the University of Southern Queensland (USQ), in building and sustaining an ecosystem to tackle academic misconduct and supporting the staff carrying out this vital work. Jasmine and Renee shed light on USQ’s Academic Integrity Unit as a centrally-led unit to provide holistic strategic direction, and explore the multifaceted stakeholder dynamics at play. Specialising in contract cheating detection and investigation, Jasmine and Renee explain the Academic Integrity Unit’s dual responsibility for capacity-building at the institution; especially as a high-stakes area of education that involves much emotional labour. How can institutions establish an ecosystem that fully engages academic and professional staff in combating academic misconduct while preserving staff and student wellbeing? Watch the video to get Jasmine and Renee’s advice. https://www.integritymatters.tv

Dave Tomar | Author & Managing Editor, Influence Networks In this video, we chat with Dave Tomar about better understanding the root causes of contract cheating and its potential solutions, drawing from his experience as a former ghostwriter who worked in the commercial cheating industry for over 10 years. Grounding the discussion on his previous clientele of students for whom he wrote assignments, Dave presents a compelling account of the student mindset and what motivates desperate students in their efforts to cheat. Suggesting that the academic writing of incoming undergraduate students is rarely at the level required, Dave advocates for earlier, formative writing intervention that can identify at-risk students, and the importance of knowing a ‘student’s voice’ to detect contract cheating in their writing and benchmark their journey and performance. How can we address academic deficiencies in hybrid learning and crush student demand for contract cheating services in the first place? Watch the video and read Dave’s latest book https://academicinfluence.com/inflection/college-life/complete-guide-to-contract-cheating-higher-education https://www.integritymatters.tv

Professor Cath Ellis | Faculty of Arts, Design and Architecture, University of New South Wales In this video, we chat with Professor Cath Ellis from The University of New South Wales (UNSW) about tackling the problem of contract cheating and how UNSW is rising to the challenge with their Courageous Conversations program. Recognising that ‘cheating is as old as learning’, Cath takes a pragmatic view of how today’s cheating is the continuation of an age-old problem that learning institutions and particularly universities need to better address. She unpacks the Courageous Conversations approach to potential contract cheating that is yielding success for UNSW, based on the premise that purposeful cheating by students must be called out for the serious mistake that it is, with universities and educators in the business of helping students learn from those mistakes. How can institutions empty the value of cheating from their courses to measure genuine learning, while strengthening cheating detection? Watch the video to get Cath’s perspective. https://www.integritymatters.tv

Michelle Charlton | Principal, Specialised VET Services In this video, we chat with Michelle Charlton, Principal, Specialised VET Services about assessment delivery in the Vocational Education and Training (VET) sector, and how learning providers can secure fairness, flexibility and validity within their assessment practices. Michelle outlines the legislation and rules of evidence governing a student’s claim for competency which underpins how VET assessment is conducted. Explaining that assessments are not necessarily designed in a way to collect the relevant evidence, she advocates for more active learning to produce work-ready graduates. She also identifies the need for better delineation of RTO roles so that assessors are capable of evaluating assessment tools as fit for purpose, and to avoid a ‘tick and flick’ approach that undermines outcomes. What can RTOs do to overcome structural challenges in how assessments are designed and delivered in VET? Watch the video for Michelle’s perspective. https://www.integritymatters.tv

Annie Chechitelli | Chief Product Officer, Turnitin In this video, we chat with Annie Chechitelli, Turnitin’s Chief Product Officer, who looks at engaging technology to support effective feedback for learners, and how it can enhance teaching and learning practices. Compelled to understand the evolving problems faced by customers in order to truly address their needs in products, Annie notes a care factor unique to education which makes design and implementation of education-based technology so challenging, yet rewarding when done right. Annie explains the rationale behind Turnitin products that seek to strengthen the relationship between educator and student, and the potential for institutions in harnessing technology to reveal new paths of innovation and best practice. How can institutions and edtech providers work together to balance comfort and innovation in the pursuit of better learning outcomes? Watch the video to hear Annie’s thoughts. https://www.integritymatters.tv

Daniel Braithwaite | Head of Department (Science), Carey Baptist College In this video, we chat with Daniel Braithwaite from Carey Baptist College about balancing formative and summative assessments in secondary education, as it relates to the strengthening of student learning outcomes and the time bind that teachers face. Crediting formative assessment with making learning visible and avoiding the trappings of alphanumeric grades, Daniel discusses its strategic use including reshuffling of curriculum to carry it out, plus the need to determine how its insights can be used to inform next steps in the learner journey. He also considers what role technology can play in assisting teachers to improve formative assessment quality and frequency, particularly in regards to streamlining marking, provision of feedback and harnessing data. How can teachers incorporate more formative learning mechanisms and assessment into their classrooms and workflow, and make it truly actionable? Watch the episode to hear Daniel’s perspective. https://www.integritymatters.tv

Dr Sophia Tan, Senior Assistant Director, Centre for Teaching, Learning & Pedagogy | Nanyang Technological University, Singapore In this video, we chat with Dr Sophia Tan from Nanyang Technological University, SIngapore, about team-based learning (TBL) and its relationship to interdisciplinary learning and student feedback on teaching. Sophia unpacks TBL as a form of collaborative, small-group learning that follows a very specific structure and seeks to overcome the passive learning approach of lectures to keep students active and engaged. Pointing to TBL’s strength in advancing feedback - peer instruction and peer feedback in particular - to foreshadow the skills students will need in their professional lives, Sophia also emphasises the need for a system of feedback that doesn’t eclipse individual evaluation within the group setting and embeds feedback loops on teaching and learning efficacy. How can educators use team-based learning in the most effective, scalable way to better engage learners and fulfil learning objectives? Watch the video for Sophia’s advice. https://www.integritymatters.tv

Mark Ricksen | Principal Product Manager, Assessment Services, Turnitin In this video, we chat with Mark Ricksen, Turnitin’s Principal Product Manager, Assessment Services, about rubric design to support effective feedback for learners and the role technology could play in advancing the application of rubrics at institutions. Exploring different feedback methodologies, Mark considers how educators can use grading and feedback purposefully in order to provide greater clarity to students and address learner needs. Mark unpacks elements of rubric design that influence learning outcomes, and observing shortcomings in rubric use, he explores the potential of technology to develop banks of rubric criteria to streamline grading and compile student data insights to help educators optimise teaching and learning. How can rubrics be applied to better guide students in producing their best possible work, and evaluate their performance more fairly and consistently? Watch the video to learn more. https://www.integritymatters.tv #turnitin #integritymatters #rubrics #rubricdesign #feedback #edtech

Dr Edd Pitt, Senior Lecturer Higher Education & Academic Practice, Centre for the Study of Higher Education | University of Kent, UK It’s the third and final episode of our Integrity Matters series ‘Re-imagining University Assessment in a Digital World’, exploring the book of the same name. We chat with one of its co-authors, Dr Edd Pitt, Senior Lecturer Higher Education & Academic Practice at University of Kent. Drawing on his role to advance the teaching practices of early career academics, Edd looks at the paradigm shift in student feedback occurring in higher education, highlighting the need for greater student agency and dialogue for better learning outcomes. Lending support to the notion that feedback isn’t feedback until it’s been applied, Edd considers practical strategies and the benefit of technology in helping disrupt traditional, one-way flow of information and empowering learners. How can we strengthen our approach to dialogic feedback to yield a meaningful, measurable impact on student learning? Watch the video to hear Edd’s insights. https://www.integritymatters.tv

Professor Phillip Dawson, Associate Director, Centre for Research in Assessment and Digital Learning | Deakin University This video is part 2 of a special Integrity Matters series ‘Re-imagining University Assessment in a Digital World’, exploring the book of the same name. We chat with one of its co-authors, Professor Phillip Dawson, Associate Director of the Centre for Research in Assessment and Digital Learning (CRADLE) at Deakin University. Phill emphasises that assessment needs to function for students' future work, and prepare students for an era of artificial intelligence that recalibrates expectations of human skills and labour. Advocating for the design of future-thinking authentic assessment, Phill examines three imperatives: renewed focus on the future, teaching work in the digital world, and new ways of thinking about scalability. How can educators and institutions navigate operational constraints so that assessment innovation thrives? Watch the video to hear Phill’s perspective, and stay tuned for Part 3 of this series with Dr Edd Pitt on 13th July.

Professor Margaret Bearman, Centre for Research in Assessment and Digital Learning (CRADLE) | Deakin University This video is part 1 of a special Integrity Matters series ‘Re-imagining University Assessment in a Digital World’, exploring the book of the same name. We chat with one of its co-authors, Professor Margaret Bearman, from the Centre for Research in Assessment and Digital Learning at Deakin University, about the ethical and social implications of digitally-mediated assessment. Introducing the concept of digitally-mediated assessments that references the ubiquity of digital markers in students’ lives, Margaret contends that ‘assessment should reflect future worlds’ and draws out the ethical and social dilemmas we must navigate in the convergence of technology and assessment in the digital age. How can we strengthen assessments so that they rise to the challenge of preparing students for their digital futures? Watch the video to hear Margaret’s perspective, and stay tuned for Part 2 of this series with Professor Phillip Dawson on 29th June. https://www.integritymatters.tv

Professor Roseanna Bourke, Director of Educational Psychology programme, Institute of Education | Massey University In this video, we chat with Professor Roseanna Bourke from Massey University about inclusive assessments, and strategies for expanding linear views of learning to support assessment for learning. Fascinated by how students perceive learning and committed to dismantling learning barriers, Roseanna shares her research background and conclusion that learning challenges largely stem from a misalignment of expectations between students and educators. Deploying the concept of a ‘Chameleon learner’ to denote how students become different learners according to their context, she advocates for inclusive assessment to create learner belonging, supported by methods of authentic learning, self-assessment and student co-design that cultivate learner identity, and encourage buy-in. How can institutions rethink assessment to be a better driver for student success? Watch the video for Roseanna’s take. https://www.integritymatters.tv

Eric Wang, Senior Director, Turnitin AI | Turnitin In this video, we chat with Eric Wang, Senior Director, Turnitin AI, about the power and potential of artificial intelligence in facilitating teaching, learning and assessment practices. Eric shares how the appetite for AI-based technologies has grown as institutions expand digital infrastructure and embrace online and hybrid learning settings, offering efficiency at unprecedented scale and scope to rethink assessment. Cognisant of the risks of bias and inequity in an ungoverned AI landscape, Eric delves into the thought process and safeguards within the development of Turnitin’s integrity and assessment solutions, demonstrating how AI technology is being applied with care and understanding to ensure human judgement remains supreme. How can institutions leverage the best possible outcomes from AI technology to positively impact the future of education? Watch the video to learn more. https://www.integritymatters.tv

Dr Lis Conde, Learning Designer | Victorian Academy of Teaching and Leadership In this video (part 2 of 2), Dr Lis Conde continues the discussion on moving beyond assigned grades in favour of evaluative thinking in formative assessment and focuses on practice-based interventions educators can take. Lis looks at opportunities for formative learning to create confidence, curiosity and ownership in the learner, and recommends assessment that anchors students to their aspirations so they can start to embody the characteristics and responsibilities of their future roles, incorporating language, mindsets and technical skills. Toward measuring success of practice-based interventions, Lis outlines the importance of evidence collection and continuous feedback with students as validating approaches to assessment, and how an educator’s vision for assessment should factor in environmental cues to help set it up for success. How can educators increase their impact on student learning and better accomplish what they intend to do? Watch the video to hear Lis’ advice. https://www.integritymatters.tv

Dr Lis Conde, Learning Designer | Victorian Academy of Teaching and Leadership In this video (part 1 of 2), Dr Lis Conde from the Victorian Academy of Teaching and Leadership draws on her experience as a learning designer and research background in pedagogical beliefs, to explore how educators can develop professionally and meaningfully improve student learning outcomes. Lis advocates for evaluative thinking to build competencies for educator self assessment that informs student assessment, and identifies the cues in the teaching and learning environment that educators should consider in the design of assessment. Covering problem-based and project-based learning, she also advocates for a curriculum that is responsive to the world we live in today and anticipates future skill sets, so that students are equipped to tackle global challenges. How can educators advance meaningful, authentic learning and assessment while offering sufficient structure to support student progress? Watch the episode to hear Lis’ advice. https://www.integritymatters.tv

Tony Maguire | Regional Director, D2L Australia In this video, Tony Maguire, Regional Director of D2L Australia, explores the future of assessment in higher education as it relates to authentic learning and student work preparedness, leveraging real-world examples and case studies. Tony addresses limitations in assessment strategies he believes are ripe for change, and shares how technology can actively support learners and facilitate learning outcomes. He looks at the intrinsic value of humanised assessment, inclusivity, and the challenges of applying personalisation in education at scale. Tony also calls for greater co-design between academics and industry that maps graduate attributes to what industry needs, strengthening student retention and empowering students to relieve workforce shortages. What are the elements that educators and institutions should consider in developing a properly architected learning and assessment journey? Watch the video to get Tony’s advice. https://www.integritymatters.tv

Dr Matthew Salter | Founder & CEO, Akabana Consulting In this video (part 2 of 2), Dr Matthew Salter, CEO and Founder of Akabana Consulting, continues the discussion on how research standards and research integrity practices can be upheld in a changing landscape. Matthew tackles the serious, growing issue of image manipulation in which researchers give a false impression of research data, and emphasises the need for greater awareness and transparency during the research-writing process before submission to journals, offering tactics to accomplish this. Expanding on the importance of technology in aiding the research effort, Matthew credits research integrity software and tools as “a positive step towards bolstering your credentials as a responsible researcher”. How can the pairing of principles and research integrity technology support the research ecosystem? Watch the video to hear Matthew’s perspective. https://www.integritymatters.tv