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Conversational AI as Thinking Partners in the Age of Polycrisis

Posted on by CIC Editor
CIC's director Simon Buckingham Shum delivered two keynote addresses recently, framing AI as thinking tools in the context of the global polycrisis... In his talks to the Societal Impact of AI Symposium at UNSW Sydney, and the international Online Teacher Education Conference, Simon argues that the societal and educational implications of significantly degraded/collapsing, interacting systems are profound, and education is called to equip our students for this. It is in this context that dialog...
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ALASI2019: The Fifth Writing Analytics Workshop: Linking Reflective Writing Analytics to Learning Design

Ming Liu1, Rosalie Goldsmith2,Sumati Ahuja3, Xiaodi Huang4 Abstract Reflective writing is a fundamental learning activity across learning contexts. With the recent advancement of natural language processing techniques, text analytics are able to identify salient textual features of students’ written assignments, such as academic reflective essays and reflective statements, and generate actionable feedback. However, how to best use reflective writing analytics tools, such as AcaWriter, in d...
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UTS ViTaL: Ideation & Visual Thinking

“Seeing between the lines”: ideation and thinking visually for learning and teaching Theresa Anderson (CIC), Andrew Francois (IML), Katrina Waite (IML), Kelly Tall (CIC) CIC plays host to a learning community exploring ways ideation (processes for generating ideas) and visual techniques can support the design and delivery of teaching material and help students effectively think through and communicate their work. ViTaL (Visuality in Teaching and Learning) emerged as the outcome of a 2015 UTS L...
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TEQSA: Adaptive capabilities are critical for HigherEd in the age of GenAI

Posted on by CIC-Editor
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 ena...
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JIME is 30! Editorial retrospective

Posted on by CIC-Editor
Cast your mind back to 1996... the Web's shiny and new, and we're trying to figure out what this means for scholarly publishing in EdTech... The Web is a 3 year old toddler, we've just figured out how to embed multimedia in Mosaic and Netscape browsers (hello Apple QuickTime, MacroMind Shockwave, Java applets...), Paul Ginsparg's 5 years into something he calls arXiv, Stevan Harnad's championing open access journals and piloting “scholarly skywriting”, and the threaded discussions of the wildly...
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Coauthorship Integrity: Reconceptualising Assessment Validity for the Age of GenAI

Posted on by CIC-Editor
Don't blame the AI: you're accountable for your work! VivaBuddy is a form of "AI viva" that helps students check they haven't outsourced too much thinking when they co-author with AI. Mohsen Ebrahimzadeh is a doctoral researcher in the Transdisciplinary School, supervised by Antonette Shibani and CIC's Simon Buckingham Shum, supported by CIC Specialist Software Engineer Andrey Inkin. As we move into an era when undetectable AI is both deepening and undermining thinking and writing, regardles...
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Conversational AI, global polycrisis, and education

Posted on by CIC-Editor
Could conversational AI serve as rigorous thinking partners to stretch our reasoning, deepen reflection, and foster the intellectual agility needed to navigate turbulent times? CIC's Director Simon Buckingham Shum was honoured recently to contribute to The Hong Kong Polytechnic Educational Design Centre's International Dialogues on Educational Transformation, with a seminar and discussion on his current work considering the role that conversational GenAI may play as we grapple with the global p...
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Why we need generative friction in student-AI interaction

Posted on by CIC-Editor
As the evidence from generative AI in higher education starts to roll in, it is becoming clear that “frictionless” GenAI often undermines learning. GenAI products designed to minimise the user’s effort to obtain a polished answer or document undermine intellectual work such as questioning assumptions, reframing problems, or revising claims. As this interaction paradigm establishes itself in higher education (surveys consistently report student usage at approximately 80%) the consequences of uns...
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GenAI-ENHANCE Keynote: Polycrisis, Education, GenAI

Posted on by CIC-Editor
The UTS Health Faculty's GenAI-ENHANCE Summit provides an annual snapshot of the leading edge applied research that's testing the potential of GenAI to deepen learning in their diverse health programs, as well as how GenAI is changing professional practice. CIC's Simon Buckingham Shum was honoured to give the keynote, painting a broader contextual picture, before the program deep-dived into specific contexts. Continuing the theme of his recent work, he explored the intersection of 3 concepts:...
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Vanessa de Oliveira Andreotti

The UTS Connected Intelligence Centre warmly invites you to join this free online guest lecture from renowned scholar Vanessa de Oliveira Andreotti... 10-11am, Fri 28 Nov, 2025 AEDT Repurposing the University in Times of Social and Ecological Breakdown Vanessa de Oliveira Andreotti Faculty of Education, University of Victoria, Canada & Gesturing Towards Decolonial Futures Arts/Research Collective Abstract: This talk considers how universities might be repurposed to fulfill their re...
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