Keynote presenter
Michael Cowling – Role here.
More text to come.
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Register now to secure your place and be part of an inspiring half-day filled with thought-provoking presentations, networking opportunities, and collaborative discussions.
Register to present
The theme of this symposium is Tech and GenAI. If you have innovatively used GenAI or other Tech, we would like to hear your story through a 20-minute presentation at our next L&T symposium.
Program
After registering (above), you will receive an email with the Zoom link to attend. Please ensure you are logged into your Zoom client on your computer to participate.
Abstract
The proliferation of GenAI presents both profound opportunities and significant challenges for higher education, particularly in teaching foundational skills within online learning environments. This presentation examines the implementation of Lexi LawScribe, a bespoke AI writing tutor, in a first-year law unit. Adopting the GenAI-TPACK framework (Belkina et al, 2025), we analyse the integration of Lexi within the pedagogical requirements of legal writing instruction and the content demands of criminal law. The unique online delivery of the course provides a critical contextual knowledge lens, highlighting the need for scalable, on-demand student support. This presentation draws on an analysis of student usage logs from the AI tutor. We explore the patterns of student interaction to understand how they leverage the tool for learning. Initial findings indicate that students primarily use the AI tutor for scaffolding complex legal writing structures, receiving iterative feedback to refine their analysis, and reducing the cognitive load associated with mastering discipline-specific communication conventions. We conclude by providing practical, evidence-based recommendations for the future design of AI-driven learning support, aiming to enhance student engagement and success in online and blended learning contexts.
Abstract
We are living in a modern world of an education system where education is being transformed by the new digital environment. The smart digital technologies have grown exponentially over the past few years. Use of traditional teaching practices might be considered outdated in the modern digital era of technology, or even might not be possible in asynchronous online courses. One such teaching practice is writing on the board, which may not be possible for the asynchronous courses where recorded lectures are provided to allow students to learn on their own schedule. But integration of traditional practice into modern technology can be effective and useful in today’s education, such as the use of a glass light board. A Glass light board is a transparent glass surface, educators look through the glass directly at the camera and write with a neon pen, the image is then flipped and video recorded or live-streamed. This has been a very engaging and powerful tool for video presentations. Students can see an educator writing on the board, explaining the concept while talking and drawing and therefore, makes it more personal and connects learners to educators effectively. In this study, mini lectures were developed in a pathophysiology (PSIO230) unit in T1 2024 at UNE using a glass light board as an additional teaching resource. These lectures were created in UNE‚ media studio for the light board, and pathophysiological mechanisms were explained on the light board using neon pens of different colours. These lectures were only 20 minutes long, recorded videos, and all the students in that cohort loved these lectures, which made a profound impact on their learning of difficult concepts and engagement with the unit content, as per the student feedback and unit evaluation data. These will be utilised again, and a formal study will be conducted in 2025.
Abstract
The University of New England (UNE) is committed to increasing enrolment and improving retention as outlined in its Strategic Plan 2021‚Äì2030. This plan charts a course for personalised learning journeys, empowered communities, and student resilience. The period between offer and commencement has been identified as critical for fostering a sense of belonging. While current efforts focus on supporting students’ post-enrolment, fewer resources are allocated to pre-commencement engagement. Addressing this gap, the UNE Begin Initiative aims to increase enrolment by connecting with students from the moment an offer is made.
UNE Begin brings together academic and professional staff to build early, meaningful connections between students and the University. Its goals include:
- Providing an engaging introduction to tertiary education
- Ensuring equitable access to support services
- Identifying students at risk of non-commencement or attrition
- Enabling early student success
- Reducing attrition by 1-5%
Conference organising committee
We’re doing 3 Symposia this year!
This is our last one of the year! Have a look back at our themes and watch previous presentations!
