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Siamak Mirzaei: Embedding GenAI & LA in Course Design

How can we understand the intersection of GenAI, Learning Analytics, and Learning Design? As part of the University of Technology Sydney Graduate Certificate in Learning Design and the Crunch microcredential, we invite guest speakers to share their knowledge and experiences with our students (we call these our 'Expression Sessions'). CIC Lecturer Lisa Lim teaches Crunch, and hosted this Expression Session with Dr Siamak Mirzaei exploring the design and implementation of Chatmate, a generativ...
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Exploring the Potential of LLMs for Inductive & Deductive Coding

Posted on by CIC Editor
The CIC team recently gave an overview of our recent LLM work to our Qualitative Data Analysis colleagues, as part of the Aspire QDA series Simon Buckingham Shum (Connected Intelligence Centre), Antonette Shibani (TD School), Lisa-Angelique Lim (Connected Intelligence Centre) & Ram Ramanathan (Connected Intelligence Centre). This is work from collaborations with Aneesha Bakharia, Trish McCluskey & Nazanin Reza zadeh mottaghi https://youtu.be/ANlEIqgkocY?si=hB_fghL8YLYNI7K9 [Slides...
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How do you get an LLM to perform deductive coding, and explain itself?

Posted on by CIC Editor
Could we develop trustworthy "Belonging Analytics" from AI analysis of students' reflective writing? There's growing interest in the use of large language models (LLMs) like GPT, Gemini and Claude to assist with qualitative data analysis. In this work, we develop and evaluate a methodology to prompt GPT to perform theory-based deductive coding of student reflective writing. CIC PhD candidate Sriram Ramanathan is focused on what learning analytics can tell us about university students' se...
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Theresa Anderson: Building Responsible AI

We were delighted to welcome Theresa Anderson (CIC Alumnus, MDSI Course Director, and now Honorary Fellow) back to UTS to share her current thinking on one of the most pressing challenges... Abstract: As calls for more ethical applications of AI grow, so too does the need for guidance about what it means to work responsibly with data and AI technologies. This seminar offers techniques to transform ethical intentions into justifiable and practical actions. Theresa will share seven practical...
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PhD Stage 1 Seminar: Sriram Ramanathan – Understanding how automated feedback promotes a sense of belonging, engagement, and academic achievement in higher education

PhD Candidate: Sriram Ramanathan Please note that this is an open Stage 1 PhD seminar, in which the candidate will summarise their research, prior to a viva with reviewers. Your support and constructive feedback are most welcome! Abstract: This is a PhD Stage 1 seminar to present and share the identified gaps in the literature review, proposed research questions, early results, and proposal for further investigations. An integral component of a student’s journey is about them fe...
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Tools for threading WIL into your whole of course design: Careers Canvas modules and the TRACK-Learner tool | 12 October

Hot Topic Theme: Work Integrated Learning and External Partnerships UTS has a number of tools starting to emerge that can support course teams to help students think about their long term career goals and graduate employability: The UTS Careers service has developed a set of Canvas Modules that can be embedded in a course to support students at various stages of their journey through UTS. The TRACK suite of tools use labour market data to help students think about what their skills are, how...
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Building lifelong learning dispositions using the ‘Learning Journeys’ approach and platform | 14 December

About this Event At UTS we place particular value on equipping students with skills and dispositions not only for academic success, but for success in the workplace and lifelong learning. Those qualities will be familiar to many of you, but can be hard to get a grip on as a learner, or educator (e.g. students’ appetite for uncertainty; level of curiosity; openness to being stretched out of your comfort zone; readiness to seek help). These qualities aren’t just for students, but are vital for our...
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Building lifelong learning dispositions using the ‘Learning Journeys’ approach and platform | 9 Nov

About this Event At UTS we place particular value on equipping students with skills and dispositions not only for academic success, but for success in the workplace and lifelong learning. Those qualities will be familiar to many of you, but can be hard to get a grip on as a learner, or educator (e.g. students’ appetite for uncertainty; level of curiosity; openness to being stretched out of your comfort zone; readiness to seek help). These qualities aren’t just for students, but are vital for our...
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Building lifelong learning dispositions using the ‘Learning Journeys’ approach and platform | 12 Oct

About this Event At UTS we place particular value on equipping students with skills and dispositions not only for academic success, but for success in the workplace and lifelong learning. Those qualities will be familiar to many of you, but can be hard to get a grip on as a learner, or educator (e.g. students’ appetite for uncertainty; level of curiosity; openness to being stretched out of your comfort zone; readiness to seek help). These qualities aren’t just for students, but are vital for our...
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Building lifelong learning dispositions using the ‘Learning Journeys’ approach and platform | 14 Sep

About this Event At UTS we place particular value on equipping students with skills and dispositions not only for academic success, but for success in the workplace and lifelong learning. Those qualities will be familiar to many of you, but can be hard to get a grip on as a learner, or educator (e.g. students’ appetite for uncertainty; level of curiosity; openness to being stretched out of your comfort zone; readiness to seek help). These qualities aren’t just for students, but are vital for our...
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