Coming soon, a new podcast by OES.

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

Trailer

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

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