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 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

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

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

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