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Richard Oloruntoba | Associate Professor of Supply Chain Management & Supply Chain Lead, Curtin Business School, Curtin University In this video, Richard Oloruntoba discusses his role as Associate Professor of Supply Chain Management at Curtin University, focusing on upholding research integrity in the postgraduate/PhD student context, in accordance with the institution’s robust research framework. Richard’s own research background in humanitarian logistics and supply chains for emergency response, and his teaching of commercial supply chain management, is the basis for his lifelong commitment and modelling of research integrity, that he explores through the prism of research accuracy, transparency and accountability. Detailing Curtin’s commitment to compliance, training and safeguarding of data to ensure a robust research integrity framework that adheres to institutional policies in addition to broader legislation, Richard advocates for making research integrity more visible, and less hidden. He contends that research integrity is not an automatic transfer of knowledge and must be explicitly taught and learnt, through demonstration of best (and bad) practices, towards saturation throughout an institution. Richard shares his experience in managing the risks and breaches associated with research integrity, including reconciling expectations from international students conforming to Australian policies. He also identifies source attribution as the biggest pitfall for students, situating it as largely the product of a learning gap, as opposed to deliberate misconduct. Finally, Richard reflects on the importance of edtech tools in reinforcing research integrity and detecting breaches - including Turnitin’s iThenticate platform - giving examples of their value when checking student research proposals. He further considers the potential of artificial intelligence and machine learning for future decision-making support when engaging with big data and supporting the research endeavour.

Ishpal Sandhu | Senior Learning and Teaching Specialist, RMIT University In this video, Ishpal Sandhu discusses his role as Senior Learning and Teaching Specialist at RMIT University in promoting innovation in teaching, learning and assessment, and his background in helping educators integrate technology and pedagogy for a 21st-century world. Ishpal looks at how teaching and learning has evolved since the pandemic, and how universities are supporting staff and students to succeed through changing modes of delivery and empowering educators in digital adoption. He identifies mobile responsiveness and accessibility as a non-negotiable for higher education, and touches on RMIT’s accessibility action plan to reinforce a culture of inclusion and diversity for staff and students. Ishpal advocates for building a community of practice around remote learning’s front line ‘heroes’, together with learning and teaching experts towards long-term assessment innovation. He also calls for a greater focus on task-oriented assessment and measuring competence in authentic assessment, perceiving this as key to students’ employability. Acknowledging the importance of learning analytics, Ishpal draws from his research on data-driven recommendations for learning design that avoid a purely didactic environment, in favour of students forming knowledge of the topic via a process of inquiry with the educator as facilitator, to scaffold their learning. Finally, Ishpal speculates on the future of emerging technology such as simulation-based learning, to create a more authentic experience for students. Further still, its potential to reduce our reliance on a one-size-fits-all strategy, with students personalising their own learning journey guided by educator input.

Sheona Thomson | Strategic Lead, Assessment and Academic Integrity at Queensland University of Technology In this video (part 2 of 2), Sheona Thomson continues the discussion on infusing academic integrity with assessment design, drawing from her own experiences at QUT, and exploring innovative methods by educators to develop new best practice that traverses the face-to-face and online realms. According to Sheona, enhancing assessment for a new era means demystifying grading for better student-centric learning, and providing greater transparency in the assessment process. She positions the art of constructive student feedback as key to championing quality work output, and how developing students’ skills to evaluate their own work and peer review the work of others, promotes authentic learning toward post-university success. Illustrating the relevancy of authentic assessment and how QUT is mapping this to the curriculum, Sheona looks at embedding industry practice and partners within assessment design. Calling out institutions’ collective fear of student collaboration, she recommends enabling technology to get students working together more productively in order to simulate the workforce and real-world stakes. Furthermore, by harnessing students’ online footprints, she considers how creating such collaborative, trusted spaces for learning to happen may better support assessment security and integrity of learning outcomes. Looking ahead to the potential for artificial intelligence and machine learning in education, Sheona advocates for digital versions of ‘working in the open’, along with mechanisms to better track student performance; emphasising the importance of adding student-guided learning into the equation, when leveraging the benefits of technology-assisted assessment.

Sheona Thomson | Strategic Lead, Assessment and Academic Integrity at Queensland University of Technology In this video (part 1 of 2), Sheona Thomson from Queensland University of Technology (QUT) discusses her dual roles as Strategic Lead, Assessment and Academic Integrity, and Senior Lecturer in Architecture within the Faculty of Engineering, and how she overlays integrity thinking with the assessment design cycle at QUT. Helping inform the piloting of new technologies to facilitate assessment outcomes, Sheona describes the all-hands-on-deck approach to remote teaching at QUT owing to COVID-19 pandemic. She explores the use of technology to accommodate the diversity of teacher and student needs, meet accreditation benchmarks, and the deployment of decision-making pathways in adapting assessment formats to bridge the gap between the physical and digital worlds. Maintaining the belief that academic integrity is everybody’s responsibility, Sheona harnesses her research background into how educator beliefs and perspectives impact academic integrity in the classroom. Discussing assessment security at QUT in the absence of a proctoring solution, she makes the case for linking academic integrity to professional integrity, and the opportunities for authentic assessment. Additionally, she shares strategies for nurturing a culture of integrity, and credits robust feedback strategy during the first year transition as critical for student motivation and understanding. Reflecting on QUT’s redesigned exams for a wholly online setting, Sheona contemplates the future of assessment. Questioning the necessity of high-stakes exams has been a watershed moment that she anticipates will carry forward, and she considers how that can be adapted for hybrid learning modalities moving forward.

Dr Arif Jubaer | Founder, Arif Systems In this video, Dr Arif Jubaer, discusses the role artificial intelligence (AI) plays in assessment design to support the delivery of learning outcomes. As the founder of Arif Systems, he shares his experiences of partnering with universities from across the world to implement AI-lead strategy. Arif explains how AI helps education professionals measure the things that really matter, and how it is there for you in ‘real time’. He explores the benefits, including improvement of feedback timeliness that makes frequent feedback loops realistic for time-strapped educators, and personalisation pathways that can increase student engagement and knowledge outcomes. Canvassing the biggest roadblocks to successful AI adoption in universities, Arif highlights a pressing need as investment in training for staff, to bring them into an AI world. He contends that academics must be able to confidently interpret AI output in order to make decisions for the betterment of their curriculum and courses. Looking at AI integration from both a strategic and technical perspective, Arif emphasises that AI is only as smart as your institution’s data quality and data quantity. He also touches on education technology tools such as Turnitin to provide transparency in support of academic integrity and to combat e-cheating. Welcoming an increasing reliance on AI, Arif also cautions that it is not a substitute for the human element and common sense, and that AI initiatives must be imbued with the wealth of knowledge retained by staff. Having not yet reached the full potential of AI, he also looks at what might be on the horizon.

Mulyadi Robin | Associate Dean Teaching and Learning, Australian Institute of Business In this video (part 2 of 2), Mulyadi Robin continues the discussion on drivers for success in teaching and learning at the postgraduate level, with a particular focus on the integration of international students as it pertains to his research passion and current research project. Canvassing his preliminary research on the international student experience at Australian universities, Mulyadi unpacks the finding that expatriate communities are proving more effective than university-lead initiatives in providing key pillars of support for higher education success. He contends that a rethink of current higher education strategies for inclusivity is in order; especially in light of COVID-19 related disruptions and their impact on the maintenance of those expatriate support structures. Mulyadi also raises the need to reinvigorate an old conversation around the building of a culture of integrity. He considers how the learning upheavals of 2020 can serve as a springboard for greater discourse and action by institutions to embed academic integrity values that address emerging student vulnerabilities, guided by regulatory bodies such as TEQSA. Finally, Mulyadi tackles the summative vs formative assessment debate in measuring student knowledge, by contemplating logistical challenges to strike the right workload balance, and zeroing in on student motivation to shape what assessment looks like. He shares his vision for scaffolding formative activities to summative assessment, in order to maintain relevance and individual development, while securing the all-important alignment of learning outcomes.

Mulyadi Robin | Associate Dean Teaching and Learning, Australian Institute of Business In this video (part 1 of 2), Mulyadi Robin from the Australian Institute of Business (AIB) discusses his role as Associate Dean Teaching and Learning, and explores his dual research focus on servant leadership as a framework for teaching and learning success, and understanding and improving the international student experience. Mulyadi discusses the theory of ‘andragogy’ as integral to the AIB’s approach in recognising the lived experience of its postgraduate students, to help inform the learning process beyond an educator's lens. He explains how this strategy enables students to harness theoretical framework to strengthen their knowledge, while filling in the gaps when theory may fall short. Mulaydi also addresses misconceptions that servant leadership is a soft approach to leadership, and shares examples of how it has led to enhanced developmental outcomes at both an individual and organisational level at AIB. Commenting on preparedness in higher education for the digital era, Mulyadi emphasises the need to look beyond the didactic model of teaching and overcome the notion that online learning delivery is somehow ‘less than’, compared to traditional face-to-face modalities. Averse to the reliance on merely ‘broadcasting’ content, he unpacks how educators might begin to reimagine pedagogical approaches of interacting with students and the learning material itself. Taking pride in AIB’s aim to deliver Australia’s most practical MBA, Mulyadi also explores the value of authentic assessment to ensure learning is practical and not just an abstracted concept, and how increasing assessment practicality also reduces the chance of academic integrity breaches.

Margaret Bearman | Professor, Deakin University In this video, Professor Margaret Bearman discusses her dual role with Deakin University as a professor, and researcher at the Center for Research in Assessment and Digital Learning (CRADLE). Spanning the intersection of research and practice across postgraduate education, Margaret draws upon her background in health to discuss the unique challenges of digital learning and assessment in the field of clinical education. Margaret addresses how the more embodied, and skills-based the assessment is, the more difficult it is to digitise. Alongside the limitations - most pronounced in work placements - she also shares some of their successes including the virtual running of ‘OSCEs’ (Objective Structured Clinical Examinations) and how they’ve adapted this series of critical skill stations to fit the online space. She also explores mitigating factors and the degree to which success with online migration is predicated on a pre-existing exposure to in-person learning. Applying a research lens to arrive at best practice for digital learning and assessment, Margaret makes the distinction between using theory and working with theory to find methods that fit institutional constraints. Drawing from her own research, the ‘Assessment Design Decisions Project’, Margaret links success with assessment innovation as tied to being strategic about stakeholder buy-in. Finally, Margaret touches on university preparedness for the ‘new normal’ and identifies a need to evolve from the status quo of how to design and deliver assessment, and accommodate new ways of thinking.

In this video, Mohammad Zuhdi discusses his role at Universitas Islam Negeri Syarif Hidayatullah (UIN) in upholding quality assurance in the teaching and learning framework, with particular emphasis on online learning. Mohammad explains how UIN approaches academic quality with integrity mechanisms pertaining to both educators and students, and sheds light on the Indonesia higher education context, including how the Indonesian government is supporting the education sector in the transition to online learning. He addresses the obstacles to online technology in teaching including the ‘generational gap’, and evaluates new opportunities for institutional quality in Indonesia.

Dr Pal Fekete | Academic Director at Taylors College Sydney In this video (part 2 of 2), Pal continues the discussion on steering innovative curriculum at Taylors College Sydney, and deep dives into the parameters for authentic learning and assessment design. Pal frames academic misconduct as an ever-present issue, offering his recommendations for making academic integrity ‘stick’ in the minds and motivation of students, plus tactics for embedding practical exercises of integrity in coursework and assessment. Arguing that invigilation alone is not sufficient in promoting honest, high-achieving students and positioning high quality exams as the key, he canvasses methods such as question banks for randomisation while discussing the associated challenges in balancing assessment difficulty to preserve scoring and evaluation across the bell curve. Acknowledging the online environment as a temptation or trigger for cheating in its current incarnation, Pal explores how the online space could be harnessed differently to inspire better assessment design that incorporates student initiative. He looks at how online learning supports exploratory tasks in real-time, which may work to empower students and reduce the propensity for cheating, and overcomes the limitations of static, ‘paper-based’ tasks to make for more robust, dynamic assessment. Commenting on the expected shift back to physical classrooms post pandemic, Pal advocates retaining what works well online, to fashion a truly blended environment for the benefit of both students and educators. He provides examples such as ‘chat’ functionality for introverted students who wouldn’t normally raise their hand to vocalise an answer, and his institution’s existing policy of ‘bring-your-own device’, which allows differentiated pacing for students inclusivity.

Dr Pal Fekete | Academic Director at Taylors College Sydney In this video (part 1 of 2), Pal Fekete discusses his role guiding innovative curriculum as Academic Director at Taylors College in Sydney; a preparation college for international students poised to attend the University of Sydney. With a passion for innovation in pedagogy and as an early adopter of technology, Pal outlines his history as a maverick in the use of fledgling online technology in the late 1980s-90s, deploying this in the education sector, and his engagement with early version learning management systems. Pal explores the power of technology-based tools and video platforms to enhance the learning experience, and details his process for delivering impactful content online. He explains how he applies these principles to the hard sciences including his subject matter forte, physics, and his approach for scaling to other subjects across the broader curriculum toward stakeholder buy-in. Delving into authentic assessment design to uphold academic integrity, Pal explains his institution’s use of invigilation software and its efficacy as a supplementary measure for assessment security, rather than the crux of the strategy. He also covers their reliance on tools such as Turnitin to instil formative learning above punitive measures, to safeguard integrity. Finally, Pal evaluates the opportunities heralded by the pandemic-induced online learning experiment, including facilitation of the ‘flipped learning’ modality through online resources, and gamification and its less straightforward application to subjects such as the hard sciences.

Dr Dawn Gilmore | Director of Quality and Enhancement at RMIT In this video (part 2 of 2), Dawn Gilmore extends the discussion on preserving academic quality with emphasis on online delivery, and elaborates on her work in coaching, the value of incorporating more industry voices in authentic assessment to supplement work readiness, and factors shaping the sector. Dawn shares how she encourages the application of research to prepare academics for online teaching and help establish a coaching partnership that encourages reflective practice. Drawing from her own experience constructing RMIT Online’s coaching program, Dawn examines how she arrived at best practice learnings with academics in partnership with students to ‘close the feedback loop’, and how this experiential learning leveraged behavioral change in the classroom. Tackling the complicated question of ‘what is student success?’ and how institutions can measure it, Dawn looks at the perspective of what students want to achieve (with scalability issues in tow), and the matter of reconciling it with institutional definitions that tend to view student success as a product of program learning outcomes and can lose sight of students’ individuality. Referencing an industry focus as the backbone of RMIT courses, Dawn points to gaps in academia that may be plugged by ongoing industry collaboration to maintain innovation. She describes a tension in the tightly regulated higher education space of pursuing these less traditional methods, and advocates for building flexibility into higher ed standards to add legitimacy for such mutually beneficial relationships between industry and academia that anchor student motivation and outcomes.

Dr Dawn Gilmore | Director of Quality and Enhancement at RMIT In this video (part 1 of 2), Dawn Gilmore discusses her approach to preserving academic quality with emphasis on online delivery, informed by her research background and passion for online learning. She covers her contributions to RMIT Online in building their teachers’ model for online course delivery, plus the coaching model used to get teachers accustomed to online teaching at a rapid pace. Dawn explores academic quality at its basic level as a university’s response to standards set by accrediting bodies, and also sheds light on its more ‘exciting’ dimension in representing the standards that academics set for themselves and how they tell their institutional story. She observes how ‘school choice’ is increasingly impacting higher education and prompting students, government, and universities to come together in recreating expectations for the sector. Reflecting on the COVID-19 pandemic, Dawn sees an opportunity for institutions to recalibrate to support more flexible policies and allow student experience to feature more prominently. Describing it as a moment in time that has given ‘overnight’ relevance to the extensive body of work on distance and online education, she shares a number of prominent works in the literature that educators can harness to develop their online curriculum. In navigating academic integrity in online space, Dawn advocates for constructive alignment in course design and credits the student-teacher dynamic as the linchpin of academic quality and integrity outcomes. She contends that integrity training must be woven through all stages of the curriculum and that robust feedback loops are crucial in offsetting the motivation to cheat.

Phillip Dawson | Associate Director, Centre for Research in Assessment and Digital Learning at Deakin University In this video, A/Prof. Phillip Dawson discusses his role at Deakin University surrounding student assessments and assessment feedback, with particular emphasis on assessment security, which has gained additional relevance in the pandemic era. Focused on mitigating the risk of student cheating and taking countermeasures when it does occur, Phillip defines what assessment security actually is, its relationship with academic integrity measures, and its application in the rapid shift to remote learning that institutions are currently grappling with. He applies a pedagogical lens to the use of emerging technologies designed to validate remote assessment; namely, exam proctoring and the use of remote invigilated exams. In evaluating these tools and other remote assessment strategies, Phillip touches on issues of efficacy and privacy. He also questions authentic assessment design in itself, as preventing intentional and contract cheating, and looks to the concept of ‘authentic restrictions’ as a method of mitigating student dishonesty. Phillip advocates for an institutional culture around assessment security so that it’s not merely a case of educator awareness, but active curiosity. Cautioning against a fixation on micro practices, he suggests a culture will encourage educator investment and skill development to identify breaches more effectively and yield solutions that benefit both students and teachers. Finally, Phillip covers the importance of robust feedback that inspires action, stipulating that student feedback is only effective when there are effects, and shares insights from his book on defending assessment security in a digital world. https://www.routledge.com/Defending-Assessment-Security-in-a-Digital-World-Preventing-E-Cheating/Dawson/p/book/9780367341527

Lis Conde | Lead Learning Designer at Keypath Australia In this video (part 2 of 2), Lis Conde continues the discussion on challenging existing pedagogical beliefs to elicit effective learning design practices, and delves deeper into the concept of constructive alignment to ensure learning objectives are met. Acknowledging the uncertainty in the higher education sector accelerated by the COVID-19 pandemic, Lis emphasises the importance of standing out as an institution for your teaching quality, and how thoughtful assessment and course design can give institutions a distinct competitive advantage. Lis defines the basis of any good learning design as a clear objective of what you want your students to achieve, supported by class time for them to engage authentically with the content. Lis contends that educators tend to be missing reflective practice as a guiding principle in their teaching, and explains how learning designers can serve as trusted advisors for educators in rethinking course design and identifying areas of improvement. Sharing a number of practical examples from her body of work, Lis also unpacks cognitive principles applied to the teacher-student exchange which highlight the importance of nurturing students’ cognitive engagement. She talks about empowering students so instruction is not just a didactic exercise, and how embedding choice in course design helps foster long term interest and engagement in students. Finally, she offers recommendations for the use of technology to facilitate cognitive capacity and remote learning outcomes.

Lis Conde | Lead Learning Designer at Keypath Australia In this video (part 1 of 2), Lis Conde discusses how pedagogical beliefs underpin course and assessment design at universities. She describes her role and research focus, which are centred on professional development that makes educators aware of their teaching habits, towards embracing technology and adapting their learning designs. Lis explores how ingrained beliefs and personal experiences influence what educators do in the classroom, and observes that they are often not fully cognisant of their teaching style. As a result, there can be a disconnect between institutional-level adoption of new strategies and technologies that actually align with educators’ core beliefs and expectations. Considering recent upheavals in higher education staffing, including the growth of sessional lecturers, Lis observes that pedagogical preparation is not strictly a focus for their employment, and educators tend to revert to how they were taught themselves. She advocates for universities to challenge the traditional teacher-centred approach bound by lectures and summative assessment, in favour of formative, authentic student experiences. Lis also shares her experience in navigating unrest from academics in the shift from summative to formative learning design spurred by remote learning. She looks at unpacking ‘buzz words’ or concepts to reinstate their practical application, and cultivating a community of practice with peer-led experiences, in helping to elicit cultural change in learning design practices.

Dr Kevin Argus | Lecturer, Design Thinking and Marketing, Graduate School of Business and Law at RMIT In this video, Dr Kevin Argus discusses the importance of embedding industry partnerships in online course design and authentic assessment, and details his experience delivering this as a Lecturer in Design Thinking and Marketing at RMIT. Kevin explains how engaging industry partners in higher education responds to greater scrutiny on the impact of learning and teaching. Rapidly changing times emphasise the need for authentic learning, and he considers industry partnerships as presenting a paradigm shift in learning that is not only informed by research, but has a demonstrable impact on industry. In the collaboration between industry and universities, and when executed properly, Kevin describes it as an opportunity that services industries’ needs as well as teaching and student outcomes. Pursuing these partnerships means defining the value proposition that underpins it and ensuring mutual, two-way benefit. He explores this in relation to the real-world exposure that can shape students’ tertiary experience, and how student participation can in turn help companies tell their story. Kevin covers best practices that RMIT deploys when aligning their choice of industry partner with the school’s research interests and learning deliverables, and their dedicated team of industry engagement experts to drive these efforts across the university. He delves into what’s feasible in the design of authentic, online assessment to meaningfully support the collaboration, and how universities can balance learning objectives with the time and investment of industry partners and students. #turnitin #academicintegrity #integritymatters

Professor Kevin Dunn | Pro Vice-Chancellor Research at Western Sydney University In this video, Professor Kevin Dunn discusses his role and responsibilities as they relate to research impact and integrity at Western Sydney University, and shares their approach for cultivating capable researchers across the institution. Kevin explores how the university’s commitment to teaching research ethics begins at the bottom, in their undergraduate programs, and extends up to the postgraduate level and PhD cohort. He outlines their ethics programs bespoke to different disciplines, and the rigorous ethics review system for all research endeavours. Contending that good research habits start early, Kevin also acknowledges the help of edtech to reinforce lessons around plagiarism and fair scholarship that feed into research training. Speaking about the University’s consideration of international students, Kevin acknowledges a cultural basis when it comes to adherence to Australian academic integrity standards and guidelines. He explains how the university is reconciling these cross-cultural expectations of how knowledge should be imparted, including the provision of academic literacy programs to help align international students and boost their academic outcomes. Finally, Kevin reflects on the reality of the Australian university landscape in delivering increasingly large-scale units, which is pushing institutions to confront issues of integrity of assessment and equality in marking. He explores how Western Sydney University has risen to this challenge, and shares their approach toward fair and consistent assessment, including methods of inter-code reliability and inter-mark reliability. #turnitin #academicintegrity #integritymatters

Ingrid Lee | Teaching Focused Academic at Victoria University In this video (part 2 of 2), Ingrid Lee continues the discussion on formative assessment and its application to the digital environment, in light of the COVID-19 global pandemic. Establishing the social and human aspect of learning which are at the crux of her formative learning approach, she considers how educators can keep students connected and engaged in an online setting. Ingrid explores the importance of inclusive assessment and the considerations required in the virtual learning space to meet different learners’ needs. With the premise that inclusivity starts with compassion, she highlights students’ diversity and hardships, which affect their access, motivation and learning outcomes. She shares some of the differentiated learning strategies Victoria University (VU) has adopted, such as the use of closed captions on videos to support non-auditory learners. Drawing attention to the limitations of wholly online feedback, Ingrid identifies how educators are less able to ‘read the room’ to get a sense of class engagement. She touches on ways to combat online and video fatigue by reinforcing the open, social element of learning, such as Zoom break-out sessions, and embedding peer collaboration and review into classes to mimic traditional, face-to-face interactions. Finally, Ingrid speaks to the integrity aspect of formative assessment, suggesting that a framework of well-communicated rubrics and strong moderation methods paired with a backwards assessment design, allows for cumulative learning progression in class and reduces the risk of misconduct. #turnitin #academicintegrity #integritymatters

Ingrid Lee | Teaching Focused Academic at Victoria University In this video (part 1 of 2), Ingrid Lee discusses the value of formative assessment design in enhancing learning outcomes and the student experience at Victoria University, and how this approach has supported the shift to remote learning triggered by the COVID-19 global pandemic. Ingrid describes her approach to formative assessment design in the context of her department’s unique program of ‘block learning’ delivery, which was put in place prior to the pandemic. Structured on the premise of 4 weeks (aka ‘blocks’) of classes focussed on one subject at a time, she credits this program’s dynamic, flexible structure as helping educators and students to better navigate the rapid shift to remote learning delivery. Ingrid also explores the challenging nature of online learning delivery, relating to pacing and attempts to re-capture the dynamism of face-to-face teaching. She covers her program's use of technology tools to facilitate learning and collaboration, experiential and embodied learning, and the importance of social constructivism in re-establishing an ecology of practice in the digital space. Speaking about their investment in block learning, Ingrid explains that it enables a faster pace of reflective practice and allows for amendments on the fly. She contends that feedback to students is too often summative, and if universities advocate for formative assessment, then they need to be modelling it as part of the students’ active learning experience. #turnitin #academicintegrity #integritymatters