EdMedia

May 25-29

Edinburgh, Scotland

EdMedia Workshops

Abstract: As artificial intelligence rapidly reshapes higher education, institutions face urgent challenges around assessment integrity and ethical use. Our institution responded by developing a student-focused AI course to guide responsible and effective use of AI in academic work and assessment. This workshop presents practical activities from that course, using various GenAI and will demonstrate a roadmap for designing and implementing such initiatives, with a focus on the principles we followed, the frameworks we used as a foundation (AI Assessment Scale by Perkins et al., 2024) and actionable strategies that support ethical AI use while enhancing learning and performance. Emphasis is placed on real-world implementation, including course design, integration into student learning, and alignment with academic success and career readiness. Drawing on quantitative and qualitative findings, the session also shares student experiences and outcomes on completing the course, highlighting strong engagement, increased confidence in using AI tools, and improved awareness of ethical considerations. Participants will leave with adaptable practices, practical examples, theoretical foundational models and a clear roadmap to move from disruption to a structured, student-centred approach to AI-resilient assessments and AI competency development.

Presenters: Julie Cummings, The Univ. of N. Texas, United States, Megan Barnes & Shadarra James, Univ. of N. Texas, United States

Abstract: As artificial intelligence rapidly reshapes higher education, institutions face urgent challenges around assessment integrity and ethical use. Our institution responded by developing a student-focused AI course to guide responsible and effective use of AI in academic work and assessment. This workshop presents practical activities from that course, using various GenAI and will demonstrate a roadmap for designing and implementing such initiatives, with a focus on the principles we followed, the frameworks we used as a foundation (AI Assessment Scale by Perkins et al., 2024) and actionable strategies that support ethical AI use while enhancing learning and performance. Emphasis is placed on real-world implementation, including course design, integration into student learning, and alignment with academic success and career readiness. Drawing on quantitative and qualitative findings, the session also shares student experiences and outcomes on completing the course, highlighting strong engagement, increased confidence in using AI tools, and improved awareness of ethical considerations. Participants will leave with adaptable practices, practical examples, theoretical foundational models and a clear roadmap to move from disruption to a structured, student-centred approach to AI-resilient assessments and AI competency development.

Presenters: Liandi Van den Berg, N.-W. Univ., South Africa

Abstract: Competence frameworks such as the EURAXESS Career Development Plan (Eu) and the National Postdoctoral Association Core Competencies (US) articulate the knowledge, skills, behaviours, and attributes expected of successful researchers. While these frameworks provide valuable guidance for career planning and professional growth, they often become interpreted (explicitly or implicitly) through a productivity-driven lens. Emerging scholars frequently experience tensions between institutional expectations (publication output, funding acquisition, networking, mobility) and everyday challenges related to boundary setting, prioritisation, precarious contracts, identity formation, and work–life balance. This interactive 90-minute workshop invites emerging scholars and others in early careers to critically engage with dominant competence/productivity narratives and reframe them through the lens of sustainable academic practice. Through guided reflection, small-group dialogue, and practical micro-strategies, participants will:

    • examine how success is defined in both individual and institutional contexts;
    • identify (mis)alignments between external and personal sustainability criteria;
    • explore concrete practices for boundary setting, energy management, and realistic goal design; and
    • co-construct and set personal goals and guidelines for creating a work-life balance in your environment for wellbeing-aware research cultures, considering possible roadblocks and ways around them.

Presenters: Ottavia Trevisan, Univ. of Padova, Italy, Rhonda Christensen, Univ. of N. Texas, United States

Micro-Credential Impact: A Question-Led, Interactive Approach to Evaluating Learner Value and Workforce-Capability

Abstract: Micro-credentials are expanding rapidly across higher education, vocational education, and professional learning. However, their potential to realise workforce capability and learner value remains uneven. As Bowles and Ghosh (2025) argue, the value of micro-credentials lies not in their content alone, but in their capacity to signal and support capability development in dynamic labour markets. Yet, as Boud and Jorre de St Jorre (2021) note, many credentials fail to provide reliable evidence of what learners can actually do.

This interactive workshop introduces a question-led approach to evaluating micro-credential impact, derived from a broader readiness, maturity and impact model and informed by learner value frameworks such as Oliver (2021). Participants engage with five dimensions, WHY, WHO, WHAT, HOW, and WHICH, through structured group activities. Working in small groups, participants explore selected domains, identify strengths and challenges, and synthesise insights through paired discussion.

A key feature is the prioritisation of challenges and development of practical, context-relevant responses. Participants leave with a structured way of analysing micro-credential initiatives and actionable strategies to strengthen learner value, workforce capability, and the credibility of micro-credentials as signals of applied capability.

Presenters: Caroline Steel, Caroline Steel Global Consulting & Univ. of Queensland, Australia, Herman van der Merwe, N.-W. Univ., South Africa

Abstract: Getting published requires more than just strong research—it demands a clear understanding of how to structure a journal article and navigate the publishing process. This workshop will provide key insights into journal writing, helping you refine your skills and increase your chances of acceptance.
We will begin by distinguishing between a thesis and a journal article, with a journal article being more concise, focused on a specific research question, and written for a broader academic audience while adhering to the journal’s scope and submission guidelines. This workshop will provide key insights that will take some of the mystery away of journal writing success!

Presenters: Ottavia Trevisan, Univ. of Padova, Italy, Sarah Prestridge, Griffith Univ., Australia

Abstract: Artificial Intelligence (AI) offers powerful tools for transforming lesson planning and design, yet many educators remain unsure how to use these technologies in practical, ethical, and pedagogically sound ways. This hands-on workshop introduces educators to an accessible, scaffolded process for integrating AI into instructional design through the complementary use of Generative AI (for ideation and lesson structuring) and Design Tools (for visual and creative design).

Participants will learn how to take a simple instructional idea (defined by a learning objective, demonstration of learning, and delivery method) and transform it into a ready-to-use lesson enriched by AI support and professional-quality visuals. Through guided exploration, live demonstrations, and structured prompts, attendees will develop an original lesson artifact they can immediately implement in their classrooms or adapt for future use.

The workshop emphasizes responsible AI use, creative pedagogy, and practical design, making it relevant for both K–12 and higher education professionals. By the end, participants will have built confidence in leveraging AI to bring instructional ideas to life while maintaining academic integrity and student engagement.

Presenters: Shadarra James, Megan Barnes & Julie Cummings, Univ. of N. Texas, United States

Abstract: Immersive technologies are reshaping how learners engage with complex spaces, objects, and environments. This practical workshop introduces educators to the fundamentals of reality capture using 3D scanning and photogrammetry, and their application in creating immersive learning experiences for education and training. Participants will gain hands-on experience with accessible, affordable tools for capturing real-world objects and spaces, and explore how these digital assets can be applied to simulations, virtual classrooms, and interactive learning environments.

Alongside traditional mesh-based scanning approaches, the workshop introduces Gaussian Splatting as an emerging technique that enables rapid capture and high visual realism, offering distinct pedagogical advantages for spatial learning and virtual walkthroughs.

Designed for educators with little to no prior experience in immersive technologies, the workshop emphasises practical workflows, educational use cases, and teaching relevance rather than technical depth. Through demonstrations, guided activities, and discussion, participants will identify opportunities to integrate 3D scanning and photogrammetry into their own teaching contexts. The session highlights how immersive 3D content can enhance learner engagement, accessibility, safety, and repeatability across a wide range of disciplines.

The session will conclude with a discussion on how emerging volumetric video may impact the reality capture industry.

Presenters: Ann Stevens, NUAXION, Brendan Jakubenko, Spatial Synergy, & Martin Schlegel, ASTN (Australian Sports Technologies Network), Australia

Integrating AI Into Instructional Design: A Practical Framework for Future‑Ready Teaching

Abstract: As artificial intelligence rapidly reshapes the educational landscape, instructional designers and school leaders face an urgent need for practical, research‑aligned frameworks that support meaningful, ethical, and sustainable AI integration. This 90‑minute, hands‑on workshop introduces the AI‑Integrated Instructional Design Framework (AI‑IDF), a practitioner‑friendly model that blends learning science, Universal Design for Learning (UDL), and emerging AI capabilities to enhance instructional planning, differentiation, assessment design, and learner engagement.

Participants will explore the framework through live demonstrations, collaborative design sprints, and guided practice using their own devices. The session emphasizes practicality over theory, offering replicable workflows, classroom‑ready templates, and real examples from K–12 environments. Attendees will learn how to leverage AI to streamline planning, generate multimodal learning supports, strengthen feedback cycles, and design inclusive learning experiences that honor student voice and agency.

By the end of the workshop, participants will leave with a complete, personalized AI‑IDF lesson prototype, an implementation roadmap, and a clear understanding of how to integrate AI tools responsibly and effectively within their instructional design processes. This session is ideal for educators, instructional designers, technology coaches, and school leaders seeking actionable strategies for the AI era.

Presenter: Sarah Garvin, Broward County Public Schools (Department of Innovative Learning)

Emerging Technologies for Learning and Teaching SIG: Guiding Innovation with Rapid EdTech User Experience Research Nodes

Abstract: This Special Interest Group session presents the principles of the Rapid EdTech User Experience Research Node Manifesto and outlines how they can support successful innovation in learning and teaching. From this common starting point, we invite participants during the session to bring forward practical examples and success stories from educational practice. Through short case studies and open discussion, we will explore how insights from learners‘ and educators‘ experiences can inform design decisions, pedagogical alignment and responsible innovation. The session aims to connect practice, values, and research to bridge the gap between experimentation and development of educational technologies.

Presenter: Benedikt Brünner, Graz University of Technology