Symposium Panel - How could generative AI change work-integrated learning?

This year’s CRADLE International Symposium ‘How could generative AI change work-integrated learning?’ seeks to unpack current and timely research questions surrounding artificial intelligence and its role and impact with higher education and work. As a pivotal highlight of the Symposium program we are pleased to invite you to attend an exciting interactive public panel event.

• AI is starting to fundamentally change the nature of both work and learning. What about learning through work? Many questions present themselves in a climate of simultaneous opportunities, dilemmas, and hazards: How will generative AI shift relationships between students, university educators and workplaces? How can approaches to workplace learning be reconsidered in light of generative AI? What might be the roles of generative AI in workplace assessment and feedback practices?

Facilitated by CRADLE's Prof Margaret Bearman, please join us for this panel discussion featuring an international cast of eminent higher education researchers, who will reflect on the emergent intersections between generative AI, higher education, and workplace learning, and offer potential directions for work-integrated learning in research and practice.

We look forward to engaging with you at this compelling and topical panel presentation at Deakin Downtown, or online.

Join our Exert Panellists for some thought provoking discussions:

, University of Southampton, Professor in Higher Education, Work & Employability, Co-Director of the Leadership, Effective Education and Policy (LEEP) research centre and Southampton Education School’s Research Impact Champion.

Michael's research draws principally on sociological approaches to the education/work nexus and has substantive interests in higher education policy, labour markets, employability and marketisation. He has extensively researched the area of graduate employability and transitions to the labour market and his work is conceptually and critically informed. He has pioneered a number of key models, including the Graduate Capital model which has been actively incorporated in the University of Southampton careers and employability strategy, as well as other UK and international institutions. In addition, he has researched developments in higher education policy, including critical approaches to the marketisation of UK higher education and the implications this has for institutions, students and academics.

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, The University of British Columbia, Scientist in the Centre for Health Education Scholarship, Professor in Department of Surgery, Faculty of Medicine.

Rola's research seeks to create learning environments that support health professional trainees to succeed, particularly in the messiness of practice and workplace learning, examining how supervision can be embedded into clinical practices, how feedback processes unfold, and how to create equitable assessment in the workplace. Her research is strongly theoretical and qualitative and highly relational; revealing the taken for granted assumptions about and hidden complexities of practice, and to extend understanding of methodologies that unravel these. She leads several programs of research into feedback and workplace learning cultures, student failure and success, and latterly belonging and well-being in health professions education.

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, University of Windsor, Digital Learning Specialist, Office of Open Learning.

Dave's research investigates how technologies change as it relates to what it means to learn and to have learned. He is a strategic leader of complex educational systems and services, with expertise in designing/supporting digital infrastructure and open pedagogy. Dave has been a teacher, researcher and author for over 25 years and his new book, Learning in a time of Abundance: the community is the curriculum explores the notion of the enormity of information available and ways to learn.

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, Foundation Director of CRADLE, Emeritus Professor, UTS, and Research Professor, Work and Learning Research Centre, Middlesex University.

Dave's current research involves assessment for learning in higher education, academic formation and workplace learning. He has been involved in research and teaching development in adult, higher and professional education for over 40 years and has contributed extensively to the literature. He is one of the highest cited researchers in the world in the field of higher education, and education. He received the Career Achievement Award of the Australian Awards for University Teaching from Universities Australia for 2022. He has published extensively on teaching, learning and assessment in higher and professional education and conducted professional development workshops for academics worldwide.

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Facilitator

, Professor of Research, CRADLE.

Margaret's interests span higher and professional education. Margaret is known for her work in assessment design, feedback, education in a digital world, and most recently, artificial intelligence. Margaret is predominantly a qualitative researcher but is methodologically diverse with experiences in: post-qualitative research, participatory or co-design approaches, formal analyses of the literature, and ethnography/observational studies.

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