TEQSA has just published a forward-looking new briefing on “adaptive capabilities”, including contributions from CIC’s Lisa Lim
Distributed Cognition, Hybrid Metacognition, Learner Agency and Self-Regulation. No this isn’t an AIED or LearningAnalytics research paper, but the very progressive briefing commissioned by the Tertiary Education Quality and Standards Agency, setting out the urgent need to cultivate Adaptive Capabilities in our students:
“the high-level, integrated capacities that enable graduates to navigate complex, novel and gen AI-integrated environments. These capabilities empower individuals to deploy, adapt and transfer their specific, demonstrable skills effectively and ethically.”
Many congratulations are due to the team led by Jason Lodge (UQ) and Paula de Barba, on painting the landscape we’re now in so clearly, and identifying practical ways forward for the different stakeholders in universities to orchestrate.
We’re also delighted to say that CIC’s Lisa Lim was a co-author, bringing her expertise in Self-Regulated Learning theory and Learning Analytics. This builds on two earlier reports to which UTS has also contributed. Simon Buckingham Shum has blogged about the initial workshop and report that kickstarted things with Assessment reform for the age of artificial intelligence (to which he and Jan McLean contributed). This was followed by Enacting assessment reform in a time of artificial intelligence (co-authored by Jan).
From the TEQSA website:
“Assuring quality learning in a gen AI-integrated future is the third resource in TEQSA’s assessment reform series. It provides evidence-informed, actionable approaches to assure student learning while also supporting students in developing the capabilities they will need in a generative artificial intelligence (gen AI) integrated world.
This resource highlights the role of tertiary education in developing student capabilities such as evaluative judgement, critical thinking and ethical reasoning. Capabilities that will support students to adapt and respond to changes as they learn, while also benefiting them in the workplace. It offers a nuanced account of how these capabilities may be developed, while simultaneously maintaining and enhancing learning quality in an environment where gen AI is embedded.
This resource follows:
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- Assessment reform for the age of artificial intelligence, which offered principles and propositions to guide institutions in developing an approach to gen AI and assessment.
- Enacting assessment reform in a time of artificial intelligence, which delivered examples of how the principles are put into practice.
Together these resources aim to help institutions address the risks gen AI poses to learning assurance and meet their obligations under the Australian Higher Education Standards Framework (Threshold Standards) 2021 (Threshold Standards).
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- Download Assuring quality learning in a gen AI-integrated future: The role of adaptive capabilities (PDF, 437 KB)”