Tapestry of Practice 2024: Technology-Enhanced Learning
Building a foundation for a lifetime of learning and workImage by Court on Unsplash
The third Tapestry of Practice, annual learning and teaching conference, brought together colleagues from across the University of Auckland to hear from leading scholars, network, and to share good practice.
Keynote speaker
Professor Cheryl Brown was our keynote speaker. Cheryl is Head of the School of Educational Studies and Leadership and co-Director of Te Puna Rangahau i- Ako, the Digital Education Futures Lab at the University of Canterbury. Cheryl’s research is centred around digital equity and inclusion and the role digital technologies play in enabling or inhibiting students participation in learning. She has led multiple funded research projects on digital education leadership and exploring digital (in)equality and the critical issues we need to address for digital inclusion. She has recently been appointed as a Commonwealth of Learning Research Chair and will be exploring (post)digital (in)equality in Tertiary Education with a particular focus on perspectives and opportunities in the Pacific region.
Abstract: Perspectives on the role of digital technologies for inclusive and equitable education
The potential of digital technologies to support inclusive and equitable education has been noted by many. Widening access and participation for everyone by removing barriers and making learning accessible has been a core tenet of the Open Education (OE) movement 1 , and developing the flexible skills and competencies needed to live and work in a technology-driven world underpins global policies such as the Education 2030 Framework for Action. 2 However, whilst digital technologies are integral to daily life for some, significant inequalities persist for others.
Professor Brown will discuss her research on tertiary students’ access to, experiences and engagement with technology-enabled learning . Drawing on perspectives foregrounded in the recent UNESCO Global Education Monitoring paper on the role of technology in education in the Pacific 3, she will propose future directions for equitable, evidence-based, and sustainable practices to better prepare diverse learners for living and learning in an increasingly digitally mediated world.
Presentation formats
The theme for 2024 focused on the third and final pillar of the Signature Pedagogical Practices: Technology enhanced learning.
- TEL at SCALE
- TEL to support learning and assessment at scale.
- TEL that’s SPECIALISED
- TEL to support bespoke solutions to learning and assessment challenges.
- TEL ‘Off the SCALE’
- TEL that pushes boundaries.
- Emerging and experimental uses of TEL.
The breakout sessions comprised 3 ‘showcases’ each of 15-minute contribution.
Presentation and speaker information
TEL at SCALE
Amanda Di Ienno & Marc Lewis – The practical application Feedback Fruits to support student’s learning and teamwork skill set enhancement
Bio: Amanda Di Ienno and Marc Lewis are Professional Teaching Fellows with the Chemical & Materials Engineering Department at the University of Auckland (UoA). They are experienced in facilitating learning in diverse, large and small cohorts across the UoA’s BE(Hons) programme.
Abstract: All University of Auckland engineers take the ENGGEN course series, which focuses on professional skills like teamwork, collaboration, and communication. To support group learning, we provide tools such as Team Charters, Feedback Fruits Group Member Evaluation, and Team Debriefs. Lectures and tutorials help students develop team charters, resolve conflicts, and reflect on their work. After group assignments, students evaluate peers and debrief to improve collaboration. This approach allows early intervention in dysfunctional teams through staff-moderated debriefs.
Jet Tonogbanua – Practical application H5P at scale
Bio: Jet is a Professional Teaching Fellow from the Business Communication Team, working mainly with postgraduate students in the international professional programme at the Graduate School of Management. He enjoys experimenting with educational technology for teaching and professional learning and believes QR codes are a significant innovation in edtech, especially in higher education.
Abstract: H5P is commonly used for interactive content in LMS like Canvas, but it can also help implement TEL at scale. This showcase will demonstrate how H5P can assist with sustainable, sharable, and scalable assessment for learning activities. It will offer practical solutions to enhance classroom engagement, both online and in-person. Jet will also share some commonly used H5P content that facilitates whakawhanaungatanga activities to help start conversations in class.
Patrick Dodd, Inna Piven & Dr. Shahper Richter – key initiatives to reimagine digital marketing education using AI
Bio: Patrick Dodd is a Professional Teaching Fellow at the University of Auckland, specialising in Digital Marketing with a focus on technology-enhanced learning. With extensive experience in Ukraine and Great Britain, he has helped companies leverage technology for marketing success.
Inna Piven, a Digital Marketing Educator at the University of Auckland Business School, has been teaching innovative digital marketing courses since 2011. Awarded for her industry-connected education in 2022, her research focuses on AI’s impact on marketing and branding.
Dr. Shahper Richter, a Senior Lecturer at the University of Auckland Business School, researches the socio-technical dynamics of emerging technologies like the Metaverse and AI tools, examining their implications for work practices and organisational strategy.
Abstract: The team has reimagined digital marketing education at the University of Auckland with four key initiatives:
- Developed an AI Avatar tutor for personalised learning and assessment preparation.
- Introduced the SACRAD framework for ethical AI content evaluation.
- Integrated generative AI tools across the curriculum, assessing proficiency through specific rubrics.
- Implemented AI-enhanced industry collaborations, allowing students to apply these tools to real-world marketing briefs.
This approach ensures our graduates are technologically adept, ethically responsible, and strategically prepared for AI-driven marketing challenges.
TEL that’s SPECIALISED
Nikki Chamberlain: “Action World” simulation
Bio: Nikki Chamberlain is a Senior Lecturer in Law at the University of Auckland, specialising in class actions and litigation funding. She previously lectured at Vanderbilt University and practised as a Commercial Litigator for eight years. Nikki teaches Torts, Complex Litigation, Privacy Law, and Family Property.
Abstract: In 2022, she designed the “Action World” simulation for her Complex Litigation course, where students tackled legal issues from theme park accidents using an interactive map. The course received high praise, with 90% of students finding her an effective teacher and 100% feeling inspired to learn. One student remarked it was a challenging yet enjoyable exercise that made them feel like a real lawyer.
Yuanyuan Hu: Practical application and research outcomes
Bio: Yuanyuan Hu is a postdoctoral research assistant at the Engineering Faculty, University of Auckland. She has completed a PhD focused on applying AI to enhance learner-instructor dialogues in large-scale online courses and has two years of research assistant experience in four projects and five years of industry experience in educational software design and development.
Abstract: This research addresses the challenge of first-year engineering students retaining study skills from high school, affecting their academic performance, especially post-COVID-19. High attrition rates during and after the pandemic highlight the need for improved study skills. The study aims to develop a self-assessment tool to help students identify and enhance study habits. Using a design-based research approach, the tool underwent three iterations with feedback from students, teachers, and mentors. Key areas include time management, note-taking, memory, concentration, exam preparation, and stress management. Preliminary results are positive, but further data collection is needed to establish the tool’s reliability and provide insights into students’ post-pandemic study skills.
Cynthia Orr: Practical application – Using Perusall in a fully asynchronous online course
Bio: Cynthia has been a Professional Teaching Fellow in the Curriculum and Pedagogy school of the Education and Social Work Faculty since 2020. She mainly teaches initial teacher education programmes and a postgraduate course on Children’s Literature in education.
Abstract: Cynthia integrated Perusall into a postgraduate paper that has been online and asynchronous since COVID. This course attracts overseas students and New Zealand teachers studying part-time. Her challenge was to build a learning community that supports deep thinking. Through ako (learning with and from each other), student participation and the quality of contributions increased. Introducing Perusall also led to other positive learning design changes to improve student outcomes.
Nuddy Pillay: Practical application – FeedbackFruits for team work
Bio: Nuddy is a Professional Teaching Fellow in the Faculty of Business, currently teaching Bus 111 and the Tertiary Foundation Certificate (TFC) Business course. He is interested in assessing team and individual performance, as well as technology-enabled teaching and learning. His PhD focused on student perceptions of achievement and engagement in NZ tertiary blended learning environments, considering gender and cultural background.
Abstract: Most courses have team work assessments, but giving the same mark to all team members can be problematic. This session will discuss a team assessment activity where students co-created a team marking rubric with the teacher and assessed each other’s performance using FeedbackFruits. Peer evaluations were conducted at the mid-point and end of the course.
Dr Fiona Moir & Dr Miriam Nakatsuji – Practical application of novel teaching technique and lessons learned
Bio: Dr Fiona Moir trained in the UK and worked as a GP in New Zealand, specialising in mental health and communication. She has taught communication skills at the University of Auckland for 18 years and is the wellbeing curriculum lead in the Medical Programme. Fiona is also a Director of Connect Communications Ltd., which trains practitioners in communication skills. She co-authored the CALM website and has received multiple awards for her contributions to health and wellbeing.
Dr Miriam Nakatsuji is a Professional Teaching Fellow in medical education at the University of Auckland. She is a Fellow of the Royal NZ College of General Practitioners with 16 years of clinical experience. Miriam teaches clinical and communication skills across all years of the Medical Programme and has developed innovative online teaching methods. She has received the Butland award for Early Career Excellence in Teaching.
Abstract: Fiona and Miriam teach communication skills using role-play with actors (simulated patients) to prepare healthcare students for clinical practice. During the pandemic, this shifted online, with staff experimenting with new techniques and conducting assessments via Zoom. Although much teaching has returned to face-to-face, we continue using online simulations for geographically dispersed students and specialised scenarios. Student feedback has been positive, with 93% agreeing that remote role-plays support their learning. They will discuss the pros and cons of online clinical simulations, share feedback, and provide practical tips for others interested in this teaching method.
TEL “off the SCALE”
Thomas Loho – Practical application of new TEL assessment in a big 1000+ students first-year engineering course
Bio: Born in Jakarta, Indonesia, Thomas moved to Auckland in 2009 and completed his BE(Hons) and PhD in Chemical & Materials Engineering at the University of Auckland. He began working full-time at the university in 2019. Thomas believes that understanding the significance of numbers is more important than just calculating them.
Abstract: “Material Matters” is a TEL assignment for first-year engineering students. Students take an original picture of something in their everyday life relevant to the week’s CHEMMAT 121 topic and write a short paragraph (50-100 words) explaining its relevance. For example, when learning about steel, a student might photograph steel chains on a playground swing to illustrate steel’s strength. This hands-on approach helps students grasp concepts more effectively.
Karl McGuirk – integration of Generative AI (Gen-AI) chatbots to provide personalised student support and reduce administrative workload
Bio: Karl McGuirk is the Senior Digital Learning Lead at Ranga Auaha Ako, specialising in technology-enhanced learning and digital tools integration in higher education. He is pursuing a Master of Education (Research) at the University of Auckland, focusing on the pedagogical use of Gen-AI tools.
Abstract: This project explores using Generative AI (Gen-AI) chatbots to provide personalised student support and reduce administrative workload. Using IBM Watson, the chatbot answers common queries, summarises course content, and guides learning through natural language prompts. Integrated into Canvas across seven courses, the chatbots support students dynamically, enhancing engagement and responsiveness. Chatbot logs offer insights into student needs and behaviours, helping educators identify gaps in course content and improve online course design. This poster outlines the methodology, expected outcomes, and future directions for scaling AI-driven support across the university.
Karen Huang – integration of generative AI into a Stage III Advanced Chinese Reading and Writing course
Bio: Karen Huang is a Senior Lecturer in Chinese at the School of Cultures, Languages and Linguistics in the Faculty of Arts.
Abstract:This presentation explores integrating generative AI into a Stage III Advanced Chinese Reading and Writing course. Karen designed a module where students analysed AI’s impact on education in China, experimented with ChatGPT prompts for language learning, and wrote reflective essays. Students’ reflections showed limited awareness of AI’s potential to improve language proficiency. While they saw AI as a valuable tool and career asset, they emphasised it cannot replace teachers and must be used cautiously. The clarity of their essays also improved. This experience underscores the importance of incorporating students’ perspectives on AI and demonstrates how reflective practices can encourage positive AI applications in language learning.
Guy Bate – Demonstration of Soul Machines anthropomorphic avatars in mentoring reflectivity and self-awareness
Bio: Guy Bate is a Professional Teaching Fellow in Innovation and Strategy and Programme Director for the Master of Business Development at the Business School. He has PhDs in both management and biomedicine, with 20 years of experience in high tech industries including pharmaceuticals, biotech, and health tech.
Abstract: Drawing on his teaching at the Business School, Guy presents a reflective dialogue activity facilitated by Lena, a Soul Machines interactive AI avatar. This activity addresses the challenge students face in exploring their personal motivations, biases, and tendencies, which hinders deep self-reflection and growth. Lena engages students in one-on-one conversations, guiding them to recount recent experiences and explore the emotions and thoughts behind their actions. By offering reflective prompts, Lena helps students identify patterns, connect feelings to behaviours, and derive actionable insights. This method fosters deeper self-understanding and is particularly useful for self-directed learning and online, asynchronous courses.
Megan Clune – Brief game description, purpose and study findings
Bio: Megan Clune is a Professional Teaching Fellow in the Faculty of Education and Social Work, lecturing in mathematics, technology, and science primary education at undergraduate and postgraduate levels. She researches the affordances of digital technologies and their impact on student learning.
Abstract:In a second-year course, Megan created a digital escape game to reinforce content from a year-one course. Students worked collaboratively to solve puzzles using digital tools, enhancing engagement and relational learning. Post-activity surveys allowed students to reflect on their knowledge, and provided data on the game’s value as a revision tool, as well as feedback on motivation, satisfaction, and engagement. Findings showed that students enjoyed the collaborative and gamified nature of the activity. Marks awarded for escaping were the most motivating factor, followed by the challenge and competitive aspects of the game, highlighting the benefits of gamified experiences in boosting student engagement.
Andrea Kolb – Gen-AI for text-to-image transformation, bolstering students’ employability skills.
Bio: Born and raised in Germany, Andrea studied Applied Chemistry at Nuremberg Tech and worked for Siemens and Unilever. She completed her PhD in Chemistry at Victoria University of Wellington in 2014 and worked as a research engineer in France before joining the University of Auckland in 2019.
Abstract: Andrea’s educational initiative in the Chemical & Materials Engineering program uses Gen-AI for text-to-image transformation to enhance students’ employability skills. Through psychometric assessments and 3D prototype creation, students boost their creativity and prepare for
Suzanne Reid & Steven Briggs – CHATting with students – our reflections on the value of Virtual Assistants within Canvas courses.
Bio: Suzanne Reid is a Professional Teaching Fellow in the School of Biological Sciences, teaching large undergraduate courses. Steven Brigg is an Adjunct Associate Professor in the Faculty of Engineering.
Abstract: We have been piloting the use of a Watson RAGbot Virtual Assistant within Canvas courses to provide rapid responses to student queries, especially in large or asynchronous courses. This tool serves as both a housekeeping resource and a content aid for learning. Implementation was straightforward but required careful consideration of course design and Canvas file resources. Our observations on student usage have been insightful and will guide future iterations to optimise collaborative pedagogy aspects.
Hazim Namik & Lihua Tang – Using Inspera Numerical Simulations in a Large Course
Bio: Hazim is a Professional Teaching Fellow at the Department of Mechanical and Mechatronics Engineering and the Assistant Dean of Learning and Teaching for the Faculty of Engineering. He teaches many large courses (>200 students) and is passionate about improving student learning.
Dr. Lihua Tang is an Associate Professor with the Department of Mechanical and Mechatronics Engineering at UoA. He was Postdoctoral Research Associate/Fellow at NTU from February 2012 to January 2014. His teaching interets are around dynamics and vibrations covering courses from Part II to Part IV. His research interests include energy harvesting, passive and active vibration control, smart materials and structures, acoustic and mechanical metamaterial, aerodynamics, thermoacoustics, and acoustic energy transfer. Dr. Tang has authored and co-authored 3 book chapters and more than 250 technical papers in influential international journals and conferences with 10,000+ citations.
Abstract: Inspera’s Numerical Simulation question type allows STEM courses to set up flexible formative or summative assessments with randomisation, solution checking, tailored feedback, and carry-on marks (error carried forward). These features are not possible with Canvas’s quiz engines. We used this question type for fortnightly quizzes in a large class (~260 students). The presentation will share findings on the advantages, limitations, and student feedback on using this tool.
See also
Highlights from the Tapestry of Practice 2024
Read an article about the day’s activities.
Tapestry of Practice 2023: Assessment for Learning
Read about the previous conference.
- Iniesto, F., & Bossu, C. (2023). Equity, diversity, and inclusion in open education: A systematic literature review. Distance Education, 44(4), 694–711. https://doi.org/10.1080/01587919.2023.2267472 ↩
- Ainscow, M. (2020b). Promoting inclusion and equity in education: lessons from international experiences. Nordic Journal of Studies in Educational Policy, 6(1), 7–16. https://doi.org/10.1080/20020317.2020.1729587 ↩
- Brown, C., (in press). Technology in education: Equity and Inclusion in Pacific Education. Global Education Monitoring Report: Background paper. UNESCO. ↩