A system-level view of assurance, trust and who learning ultimately serves.

This six-episode season of The Thought Bubble explores how higher education can credibly assure learning in an AI-enabled world. Drawing on OES’s Connected Assurance Framework, the series brings together academic leaders, learning designers and policy experts to examine how learning is designed, supported and evidenced over time. Focused on quality, equity and trust, it offers a practical, sector-facing conversation on building defensible evidence of student capability.

Episode 6: Students, systems and shared trust – Who assurance ultimately serves

The final episode brings the series together by asking a fundamental question: who does assurance ultimately serve?

Hosted by Amanda Ford (Associate Director of Gen AI, OES), this episode centres on a conversation led by OES Government Relations expert, Rebecca Hall with sector commentator and policy expert Claire Field discussing broader system, policy and student perspectives.

It explores how assurance decisions shape participation, equity and public trust, and how institutions, regulators and policymakers can work together to build confidence in learning outcomes.

The episode connects the Connected Assurance Framework to system-level challenges and opportunities, including regulatory expectations, workforce needs and sector-wide collaboration.

It closes by emphasising that assurance of learning is not a compliance exercise, but a shared responsibility that sits at the intersection of quality, equity and trust.

This episode discusses the Connected Assurance Framework, which underpins the entire season. This framework is discussed in OES's positioning paper on Assurance of Learning which can be found here: https://oes.edu.au/assuranceoflearning/

Published by OES (Online Education Services) – www.oes.edu.au
Recorded in Melbourne, Australia.

A system-level view of assurance, trust and who learning ultimately serves.
This six-episode season of The Thought Bubble explores how higher education can credibly assure learning in an AI-enabled world. Drawing on OES&rsquo;s Connected Assurance Framework, the series brings together academic leaders, learning designers and policy experts to examine how learning is designed, supported and evidenced over time. Focused on quality, equity and trust, it offers a practical, sector-facing conversation on building defensible evidence of student capability.
<hr>
Episode 6: Students, systems and shared trust &ndash; Who assurance ultimately serves
The final episode brings the series together by asking a fundamental question: who does assurance ultimately serve?
Hosted by Amanda Ford (Associate Director of Gen AI, OES), this episode centres on a conversation led by OES Government Relations expert, Rebecca Hall with sector commentator and policy expert Claire Field&nbsp;discussing broader system, policy and student perspectives.
It explores how assurance decisions shape participation, equity and public trust, and how institutions, regulators and policymakers can work together to build confidence in learning outcomes.
The episode connects the Connected Assurance Framework to system-level challenges and opportunities, including regulatory expectations, workforce needs and sector-wide collaboration.
It closes by emphasising that assurance of learning is not a compliance exercise, but a shared responsibility that sits at the intersection of quality, equity and trust.
This episode discusses the <a href="https://oes.edu.au/assuranceoflearning/">Connected Assurance Framework</a>, which underpins the entire season. This framework is discussed in OES's positioning paper on Assurance of Learning which can be found here: <a href="https://oes.edu.au/assuranceoflearning/">https://oes.edu.au/assuranceoflearning/</a>
<hr>
Published by OES (Online Education Services) &ndash; <a href="http://www.oes.edu.au">www.oes.edu.au</a> Recorded in Melbourne, Australia.

A system-level view of assurance of learning in the Australian higher education, trust and how all efforts to determine and implement learning design and assessment techniques must remain focused on the needs  and experiences of students.

Episode 6: Students, systems and shared trust – Who assurance ultimately serves

Exploring the role of technology in supporting, not defining, assurance of learning.

This six-episode season of The Thought Bubble explores how higher education can credibly assure learning in an AI-enabled world. Drawing on OES’s Connected Assurance Framework, the series brings together academic leaders, learning designers and policy experts to examine how learning is designed, supported and evidenced over time. Focused on quality, equity and trust, it offers a practical, sector-facing conversation on building defensible evidence of student capability.

Episode 5 examines the role of technology in assurance of learning.

Hosted by Amanda Ford (OES' Associate Director of Gen AI), this episode features Liam Ford and OES learning design and program expert who talks about the role of technology in assessment and the ways we can use AI to support the student experience.

The conversation explores how platforms, data, identity verification and analytics contribute to visibility of learning, while also highlighting the risks of over-reliance on surveillance and control. It emphasises that data and engagement patterns are not proof of learning on their own, but signals that contribute to informed academic judgement when combined with design and relational evidence.

A key theme is the distinction between meaningful evidentiary signals and “integrity optics”, and the importance of proportional, design-led approaches to technology.

The episode reinforces that technology is most effective when it supports curriculum design and academic judgement, rather than attempting to replace them. It also explores risks such as cognitive offloading, and how poor design, not AI itself, is often the underlying issue.

This episode discusses the Connected Assurance Framework, which underpins the entire season. This framework is discussed in OES's positioning paper on Assurance of Learning which can be found here: https://oes.edu.au/assuranceoflearning/

Published by OES (Online Education Services) – www.oes.edu.au
Recorded in Melbourne, Australia.

Exploring the role of technology in supporting, not defining, assurance of learning.
This six-episode season of The Thought Bubble explores how higher education can credibly assure learning in an AI-enabled world. Drawing on OES&rsquo;s Connected Assurance Framework, the series brings together academic leaders, learning designers and policy experts to examine how learning is designed, supported and evidenced over time. Focused on quality, equity and trust, it offers a practical, sector-facing conversation on building defensible evidence of student capability.
<hr>
Episode 5 examines the role of technology in assurance of learning.
Hosted by Amanda Ford (OES' Associate Director of Gen AI), this episode features Liam Ford and OES learning design and program expert who talks about the role of technology in assessment and the ways we can use AI to support the student experience.
The conversation explores how platforms, data, identity verification and analytics contribute to visibility of learning, while also highlighting the risks of over-reliance on surveillance and control. It emphasises that data and engagement patterns are not proof of learning on their own, but signals that contribute to informed academic judgement when combined with design and relational evidence.
A key theme is the distinction between meaningful evidentiary signals and &ldquo;integrity optics&rdquo;, and the importance of proportional, design-led approaches to technology.
The episode reinforces that technology is most effective when it supports curriculum design and academic judgement, rather than attempting to replace them. It also explores risks such as cognitive offloading, and how poor design, not AI itself, is often the underlying issue.
This episode discusses the <a href="https://oes.edu.au/assuranceoflearning/">Connected Assurance Framework</a>, which underpins the entire season. This framework is discussed in OES's positioning paper on Assurance of Learning which can be found here: <a href="https://oes.edu.au/assuranceoflearning/">https://oes.edu.au/assuranceoflearning/</a>
<hr>
Published by OES (Online Education Services) &ndash; <a href="http://www.oes.edu.au">www.oes.edu.au</a> Recorded in Melbourne, Australia.

The OES team unpacks the third and final pillar of their Connected Assurance Framework, exploring the role of technology in supporting, not defining, assurance of learning.

Episode 5: Technological assurance – Systems, signals and proportionate controls

How relationships and interaction reveal learning beyond assessment artefacts.

This six-episode season of The Thought Bubble explores how higher education can credibly assure learning in an AI-enabled world. Drawing on OES’s Connected Assurance Framework, the series brings together academic leaders, learning designers and policy experts to examine how learning is designed, supported and evidenced over time. Focused on quality, equity and trust, it offers a practical, sector-facing conversation on building defensible evidence of student capability.

Episode 4 focuses on the relational dimension of assurance of learning.

Hosted by Amanda Ford, this episode features OES subject matter experts in effective online teaching practices, Andrew McLean and Sally Trudgen, who share frontline perspectives from teaching and student support in online and blended environments.

The discussion explores how patterns of feedback, dialogue and interaction build a richer and more reliable picture of student capability over time.

It highlights how these relational signals can strengthen assurance, particularly in AI-enabled environments where individual artefacts may be harder to interpret.

The episode also examines how well-designed online and asynchronous environments can enhance visibility of learning, and the role of relational practice in supporting equity and student success.

This episode discusses the Connected Assurance Framework, which underpins the entire season. This framework is discussed in OES's positioning paper on Assurance of Learning which can be found here: https://oes.edu.au/assuranceoflearning/

Published by OES (Online Education Services) – www.oes.edu.au
Recorded in Melbourne, Australia.

How relationships and interaction reveal learning beyond assessment artefacts.
This six-episode season of The Thought Bubble explores how higher education can credibly assure learning in an AI-enabled world. Drawing on OES&rsquo;s Connected Assurance Framework, the series brings together academic leaders, learning designers and policy experts to examine how learning is designed, supported and evidenced over time. Focused on quality, equity and trust, it offers a practical, sector-facing conversation on building defensible evidence of student capability.
<hr>
Episode 4 focuses on the relational dimension of assurance of learning.
Hosted by Amanda Ford, this episode features OES subject matter experts in effective online teaching practices,&nbsp;Andrew McLean and Sally Trudgen, who share frontline perspectives from teaching and student support in online and blended environments.
The discussion explores how patterns of feedback, dialogue and interaction build a richer and more reliable picture of student capability over time.
It highlights how these relational signals can strengthen assurance, particularly in AI-enabled environments where individual artefacts may be harder to interpret.
The episode also examines how well-designed online and asynchronous environments can enhance visibility of learning, and the role of relational practice in supporting equity and student success.
This episode discusses the <a href="https://oes.edu.au/assuranceoflearning/">Connected Assurance Framework</a>, which underpins the entire season. This framework is discussed in OES's positioning paper on Assurance of Learning which can be found here: <a href="https://oes.edu.au/assuranceoflearning/">https://oes.edu.au/assuranceoflearning/</a>
<hr>
Published by OES (Online Education Services) &ndash; <a href="http://www.oes.edu.au">www.oes.edu.au</a> Recorded in Melbourne, Australia.

OES experts in online teaching and university program delivery unpack how interactions between students and educators can reveal evidence of learning in ways that expand beyond formal assessment artefacts.

Episode 4: Learning through relationship – The human element that AI can’t see

https://api.omny.fm/orgs/bd83cac2-c86b-4c95-b314-aefb00235aaa/clips/4e98fe36-dd48-40de-b31b-b42e0071356b/transcript

How curriculum and assessment design generate credible evidence of learning.

This six-episode season of The Thought Bubble explores how higher education can credibly assure learning in an AI-enabled world. Drawing on OES’s Connected Assurance Framework, the series brings together academic leaders, learning designers and policy experts to examine how learning is designed, supported and evidenced over time. Focused on quality, equity and trust, it offers a practical, sector-facing conversation on building defensible evidence of student capability.

Episode 3 explores how curriculum and assessment design function as the foundation of assurance.

Hosted by Amanda Ford (Associate Director of Gen AI, OES), this episode features OES' Dr Lucy Elliott, Jesse Keenan and David Robertson, who bring practical experience in learning design and program architecture.

The conversation focuses on how well-designed programs generate defensible evidence of learning through scaffolded, cumulative assessment, rather than relying on single high-stakes tasks.

It also explores the trade-offs institutions are navigating, including balancing authenticity with workload, maintaining perceptions of rigour, and reducing reliance on detection-led approaches.

A central idea is that pedagogical coherence enables stronger, more credible assurance, and underpins both relational and technological dimensions of the Connected Assurance Framework.

This episode discusses the Connected Assurance Framework, which underpins the entire season. This framework is discussed in OES's positioning paper on Assurance of Learning which can be found here: https://oes.edu.au/assuranceoflearning/

Published by OES (Online Education Services) – www.oes.edu.au
Recorded in Melbourne, Australia.

How curriculum and assessment design generate credible evidence of learning.
This six-episode season of The Thought Bubble explores how higher education can credibly assure learning in an AI-enabled world. Drawing on OES&rsquo;s Connected Assurance Framework, the series brings together academic leaders, learning designers and policy experts to examine how learning is designed, supported and evidenced over time. Focused on quality, equity and trust, it offers a practical, sector-facing conversation on building defensible evidence of student capability.
<hr>
Episode 3 explores how curriculum and assessment design function as the foundation of assurance.
Hosted by Amanda Ford (Associate Director of Gen AI, OES), this episode features OES' Dr Lucy Elliott, Jesse Keenan and David Robertson, who bring practical experience in learning design and program architecture.
The conversation focuses on how well-designed programs generate defensible evidence of learning through scaffolded, cumulative assessment, rather than relying on single high-stakes tasks.
It also explores the trade-offs institutions are navigating, including balancing authenticity with workload, maintaining perceptions of rigour, and reducing reliance on detection-led approaches.
A central idea is that pedagogical coherence enables stronger, more credible assurance, and underpins both relational and technological dimensions of the Connected Assurance Framework.
This episode discusses the <a href="https://oes.edu.au/assuranceoflearning/">Connected Assurance Framework</a>, which underpins the entire season. This framework is discussed in OES's positioning paper on Assurance of Learning which can be found here: <a href="https://oes.edu.au/assuranceoflearning/">https://oes.edu.au/assuranceoflearning/</a>
<hr>
Published by OES (Online Education Services) &ndash; <a href="http://www.oes.edu.au">www.oes.edu.au</a> Recorded in Melbourne, Australia.

OES learning design and program experts talk through how curriculum and assessment design generate credible evidence of learning.

Episode 3: Design as integrity infrastructure – Pedagogical assurance in practice

https://api.omny.fm/orgs/bd83cac2-c86b-4c95-b314-aefb00235aaa/clips/e22f1474-7274-4dd7-98ed-b42e006f8cbe/transcript

Challenging the “online vs on campus” debate and exploring how program design drives assurance.

This six-episode season of The Thought Bubble explores how higher education can credibly assure learning in an AI-enabled world. Drawing on OES’s Connected Assurance Framework, the series brings together academic leaders, learning designers and policy experts to examine how learning is designed, supported and evidenced over time. Focused on quality, equity and trust, it offers a practical, sector-facing conversation on building defensible evidence of student capability.

Episode 2 challenges one of the most persistent assumptions in higher education: that risk is tied to delivery mode.

Hosted by Amanda Ford (OES, Associate Director of GenAI), this episode features two of OES's senior leaders, Dr Aaron Wijeratne and Dr Karen Harvey, who bring perspectives from program design and student experience as well as their respective PhD research.

Together, they explore how online, hybrid and on-campus programs often share similar assessment structures, yet are judged differently based on modality labels. Quality is not tied to physical location, but to how learning is intentionally designed as a structured environment, with clear weekly touchpoints, scaffolded progression and visible evidence of learning over time.

The conversation shifts the focus from “is online safe?” to a more useful question: is this program designed and governed in a way that generates credible, connected evidence of learning?

Drawing on the OES Connected Assurance Framework, the episode highlights the role of program architecture, coherence and progression in shaping assurance, and examines how modality-based assumptions can lead to blunt or inequitable responses.

The episode also highlights how this plays out for career changers and time-poor learners, where flexibility must coexist with strong, ongoing evidence of capability.

This episode discusses the Connected Assurance Framework, which underpins the entire season. This framework is discussed in OES's positioning paper on Assurance of Learning which can be found here: https://oes.edu.au/assuranceoflearning/

Published by OES (Online Education Services) – www.oes.edu.au
Recorded in Melbourne, Australia.

Challenging the &ldquo;online vs on campus&rdquo; debate and exploring how program design drives assurance.
This six-episode season of The Thought Bubble explores how higher education can credibly assure learning in an AI-enabled world. Drawing on OES&rsquo;s Connected Assurance Framework, the series brings together academic leaders, learning designers and policy experts to examine how learning is designed, supported and evidenced over time. Focused on quality, equity and trust, it offers a practical, sector-facing conversation on building defensible evidence of student capability.
<hr>
Episode 2 challenges one of the most persistent assumptions in higher education: that risk is tied to delivery mode.
Hosted by Amanda Ford (OES, Associate Director of GenAI), this episode features two of OES's senior leaders,&nbsp;Dr Aaron Wijeratne&nbsp;and Dr Karen Harvey, who bring perspectives from program design and student experience as well as their respective PhD research.
Together, they explore how online, hybrid and on-campus programs often share similar assessment structures, yet are judged differently based on modality labels. Quality is not tied to physical location, but to how learning is intentionally designed as a structured environment, with clear weekly touchpoints, scaffolded progression and visible evidence of learning over time.
The conversation shifts the focus from &ldquo;is online safe?&rdquo; to a more useful question: is this program designed and governed in a way that generates credible, connected evidence of learning?
Drawing on the OES Connected Assurance Framework, the episode highlights the role of program architecture, coherence and progression in shaping assurance, and examines how modality-based assumptions can lead to blunt or inequitable responses.
The episode also highlights how this plays out for career changers and time-poor learners, where flexibility must coexist with strong, ongoing evidence of capability.
This episode discusses the <a href="https://oes.edu.au/assuranceoflearning/">Connected Assurance Framework</a>, which underpins the entire season. This framework is discussed in OES's positioning paper on Assurance of Learning which can be found here: <a href="https://oes.edu.au/assuranceoflearning/">https://oes.edu.au/assuranceoflearning/</a>
<hr>
Published by OES (Online Education Services) &ndash; <a href="http://www.oes.edu.au">www.oes.edu.au</a> Recorded in Melbourne, Australia.

Challenging “online vs on campus” debate about university study modes, and exploring how program design drives assurance of learning regardless of how and where a student is participating in higher education.

Episode 2: Beyond modality debates – Where does assurance really live?

https://api.omny.fm/orgs/bd83cac2-c86b-4c95-b314-aefb00235aaa/clips/7bdea227-9bfd-401d-a56b-b42e006cacaa/transcript

Reframing assurance of learning in the age of AI, moving from detection to program-level evidence.

This six-episode season of The Thought Bubble explores how higher education can credibly assure learning in an AI-enabled world. Drawing on OES’s Connected Assurance Framework, the series brings together academic leaders, learning designers and policy experts to examine how learning is designed, supported and evidenced over time. Focused on quality, equity and trust, it offers a practical, sector-facing conversation on building defensible evidence of student capability.

Episode 1 of OES's series about Assurance of Learning opens the season by reframing how we think about the process of teaching, and assessing what has been learned, in the age of AI.

While much of the sector conversation has focused on detection and academic integrity, this episode argues that these responses are symptoms of a deeper issue: the challenge of generating coherent, program-level evidence of learning over time.

Hosted by Amanda Ford (Associate Director of GenAI at OES), this episode features a conversation between Chief Academic and Partnership Officer, Dr Erin Jancauskas and Senior Academic Adviser, Sue Kokonis, who explore how AI is both exposing and accelerating long-standing tensions in assessment, evidence and academic judgement.

You’ll also hear perspectives from Rebecca Hall, OES's Director of Government Relations and higher education policy expert, Chris Gartner, bringing policy, regulatory and sector-level context to the discussion.

A key idea explored in this episode is the distinction between artefact security and evidentiary validity, and what it means to build confidence in learning through multiple signals across time, rather than relying on single assessment events.

This episode introduces the Connected Assurance Framework, which underpins the rest of the season. This framework is discussed in OES's positioning paper on Assurance of Learning which can be found here: https://oes.edu.au/assuranceoflearning/

Published by OES (Online Education Services) – www.oes.edu.au
Recorded in Melbourne, Australia.

Reframing assurance of learning in the age of AI, moving from detection to program-level evidence.
This six-episode season of The Thought Bubble explores how higher education can credibly assure learning in an AI-enabled world. Drawing on OES&rsquo;s Connected Assurance Framework, the series brings together academic leaders, learning designers and policy experts to examine how learning is designed, supported and evidenced over time. Focused on quality, equity and trust, it offers a practical, sector-facing conversation on building defensible evidence of student capability.
<hr>
Episode 1 of OES's series about Assurance of Learning opens the season by reframing how we think about the process of teaching, and assessing what has been learned, in the age of AI.
While much of the sector conversation has focused on detection and academic integrity, this episode argues that these responses are symptoms of a deeper issue: the challenge of generating coherent, program-level evidence of learning over time.
Hosted by Amanda Ford (Associate Director of GenAI at OES), this episode features a conversation between Chief Academic and Partnership Officer, Dr Erin Jancauskas and Senior Academic Adviser, Sue Kokonis, who explore how AI is both exposing and accelerating long-standing tensions in assessment, evidence and academic judgement.
You&rsquo;ll also hear perspectives from Rebecca Hall, OES's Director of Government Relations and higher education policy expert, Chris Gartner, bringing policy, regulatory and sector-level context to the discussion.
A key idea explored in this episode is the distinction between artefact security and evidentiary validity, and what it means to build confidence in learning through multiple signals across time, rather than relying on single assessment events.
This episode introduces the <a href="https://oes.edu.au/assuranceoflearning/">Connected Assurance Framework</a>, which underpins the rest of the season. This framework is discussed in OES's positioning paper on Assurance of Learning which can be found here: <a href="https://oes.edu.au/assuranceoflearning/">https://oes.edu.au/assuranceoflearning/</a>
<hr>
Published by OES (Online Education Services) &ndash; <a href="http://www.oes.edu.au">www.oes.edu.au</a> Recorded in Melbourne, Australia.

OES academic and policy experts discuss why the Australian higher education sector must reframe assurance of learning in the age of AI, moving from detection to program-level evidence.

Assurance of learning in an AI world – what problem are we actually solving?

https://api.omny.fm/orgs/bd83cac2-c86b-4c95-b314-aefb00235aaa/clips/b8a3a79f-4c69-44a3-95ad-b42e00682f2d/transcript

Acknowledgement of Country

Introduction: David Paroissien, OES AI Program

Biography: Kendra Vant

Interview: Jesse Keenan & Kendra Vant

The Importance of Data in AI

Unpacking the Concept of 'Generative AI'

Different Types of AI Tools Already Being Used

AI in Higher Education

Experimentation in Tertiary Teaching Styles

Regulation and Governance of AI Use

Preparing Students with Skills for the Future

Opportunities for the Higher Education Sector

Episode 8: The Thought Bubble Podcast

An interview with Dr. Kendra Vant, by OES Lead Learning Designer, Jesse Keenan.

With introduction from OES AI Programs Director, David Paroissien.

Dr. Vant is currently Director of Europa Labs and author of the popular 'Data Runs Deep' Substack.

Explore the transformative potential of AI in higher education and discover how Universities can leverage AI to enhance teaching, learning, and research, while navigating its challenges. Learn about the importance of data quality, personalised learning, and responsible AI adoption. 

Get ready for the future of AI in education where both curiosity and caution are key!

Published by OES

(Online Education Services) - www.oes.edu.au

Recorded in Melbourne, Australia.

OES respectfully acknowledges the Traditional Custodians of the land on which we work, live, teach, and learn. We pay respect to Elders past and present, and extend that respect to all Aboriginal and Torres Strait Islander Peoples.

Episode 8: The Thought Bubble Podcast
An interview with Dr. Kendra Vant, by OES Lead Learning Designer, Jesse Keenan.
With introduction from OES AI Programs Director, David Paroissien.
Dr. Vant is currently Director of <a href="https://europa-labs.com/">Europa Labs</a> and author of the popular '<a href="https://kendravant.substack.com/">Data Runs Deep</a>' Substack.
Explore the transformative potential of AI in higher education and discover how Universities can leverage AI to enhance teaching, learning, and research, while navigating its challenges. Learn about the importance of data quality, personalised learning, and responsible AI adoption.&nbsp;
Get ready for the future of AI in education where both curiosity and caution are key!
<hr>
Published by OES
(Online Education Services) -&nbsp;<a href="https://www.oes.edu.au">www.oes.edu.au</a>
Recorded in Melbourne, Australia.
OES respectfully acknowledges the Traditional Custodians of the land on which we work, live, teach, and learn. We pay respect to Elders past and present, and extend that respect to all Aboriginal and Torres Strait Islander Peoples.

Explore the transformative potential of AI in higher education with insights from OES AI Programs Director, David Paroissien;  AI and data expert Kendra Vant, Director of Europa Labs and author of the popular 'Data Runs Deep' Substack;  and, Jesse Keenan, Lead Learning Designer at OES. Discover how Universities can leverage AI to enhance teaching, learning, and research, while navigating its challenges. Learn about the importance of data quality, personalised learning, and responsible AI adoption. Get ready for the future of AI in education where both curiosity and caution are key!

AI in Higher Education: Key Insights for University Leaders

An ageing labour force, a turbulent global economy, and the advancement of AI transforming ‘work’ as we know it… Today's graduates are entering the job market in a time of significant transformation. So how are these factors going to effect the employment landscape in the next five, ten and fifty years? 

Matt Cowgill, Senior Economist at employment marketplace SEEK, takes us through the current labour trends that will help us best prepare for these changes.

An ageing labour force, a turbulent global economy, and the advancement of AI transforming ‘work’ as we know it… Today's graduates are entering the job market in a time of significant transformation. So how are these factors going to effect the employment landscape in the next five, ten and fifty years? 
Matt Cowgill, Senior Economist at employment marketplace SEEK, takes us through the current labour trends that will help us best prepare for these changes.

Employment trends: What the workforce of the future looks like today

Recently, some universities have returned to pen and paper assessment, due to fears AI services are enabling students to cheat in exams and essays. But what if we’re looking at the problem all wrong? Maybe the better question is: does the exam and essay assessment format still make sense in the world we live in? There is no doubt in our rapidly evolving technological landscape that digital fluency and resilience are more critical than ever. So we spoke with Mark Andrews, from Adobe Education, about how to enhance students' employment prospects through creative technology and authentic assessment. 

Recently, some universities have returned to pen and paper assessment, due to fears AI services are enabling students to cheat in exams and essays. But what if we’re looking at the problem all wrong? Maybe the better question is: does the exam and essay assessment format still make sense in the world we live in? There is no doubt in our rapidly evolving technological landscape that digital fluency and resilience are more critical than ever. So we spoke with Mark Andrews, from Adobe Education, about how to enhance students' employment prospects through creative technology and authentic assessment.

Authentic assessment: Evaluating digital fluency, mature soft skills and resilience

The sense of connection students develop in and around classes is vitally important to the university experience. But as higher education increasingly migrates into online spaces, how can peer-to-peer learning evolve and adapt? We sought insight from Jimmy Pearson, who previously ran an internal learning community at Google, a program encouraging any employee to take or teach a class on any topic.

The sense of connection students develop in and around classes is vitally important to the university experience. But as higher education increasingly migrates into online spaces, how can peer-to-peer learning evolve and adapt? We sought insight from Jimmy Pearson, who previously ran an internal learning community at Google, a program encouraging any employee to take or teach a class on any topic.

Beyond the classroom: how peer-to-peer learning enriches student outcomes

The Thought Bubble is OES’ flagship podcast for higher education, bringing together university leaders, policy experts and industry practitioners to explore the ideas shaping the future of learning.

Each season focuses on a critical shift in the sector, combining expert perspectives with practical insight into how institutions can respond, adapt and lead.

From artificial intelligence and student experience to learning design and quality assurance, The Thought Bubble goes beyond trends to examine how higher education is evolving in practice.

Tune into our higher ed podcast for insights on strategic shifts in Australian higher education, shaping the future of academia.

The Thought Bubble is OES&rsquo; flagship podcast for higher education, bringing together university leaders, policy&nbsp;experts&nbsp;and industry practitioners to explore the ideas shaping the future of learning.
Each season focuses on a critical shift in the sector, combining expert perspectives with practical insight into how institutions can respond,&nbsp;adapt&nbsp;and lead.
From artificial intelligence and student experience to learning design and quality assurance, The Thought Bubble goes beyond trends to examine how higher education is evolving in practice.
Tune into our higher ed podcast for insights on strategic shifts in Australian higher education, shaping the future of academia.

Through expert interviews and industry perspectives, season one of OES' The Thought Bubble podcast it explores how universities are responding to technological acceleration, changing workforce expectations and new models of delivery.

The Thought Bubble by OES

As Higher Education is catapulted into the digital era, many in the sector are scrambling to catch–up with the needs of our rapidly changing world. This podcast from OES shares insightful interviews with experts from around the world, examining emerging technologies and the ways in which they’re transforming how we teach, learn, evaluate, and experience Higher Education. Hosted by OES Executive Director, Claire Sadler.

Find out more about what we do: https://oes.edu.au/

As Higher Education is catapulted into the digital era, many in the sector are scrambling to catch–up with the needs of our rapidly changing world. This podcast from OES shares insightful interviews with experts from around the world, examining emerging technologies and the ways in which they’re transforming how we teach, learn, evaluate, and experience Higher Education. Hosted by OES Executive Director, Claire Sadler.
Find out more about what we do: <a href="https://aus01.safelinks.protection.outlook.com/?url=https%3A%2F%2Foes.edu.au%2F&amp;data=05%7C01%7Cjhansen%40oes.edu.au%7C3b5735c2a8894838f2c208da84bacd37%7C57d289898c4541189cde8a03712e508d%7C0%7C0%7C637968235112317827%7CUnknown%7CTWFpbGZsb3d8eyJWIjoiMC4wLjAwMDAiLCJQIjoiV2luMzIiLCJBTiI6Ik1haWwiLCJXVCI6Mn0%3D%7C3000%7C%7C%7C&amp;sdata=gTmeEN6oxcIVWyhedqRXtg%2FwbQM%2FtVZB7gtG51bMSvc%3D&amp;reserved=0">https://oes.edu.au/</a>

The Thought Bubble

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