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At the latest CREDS (Centre for Research on Education in a Digital Society) seminar, educators and researchers came together to explore how Australian schools are navigating the complex and fast-moving world of generative artificial intelligence (AI).

The meeting was the first annual CREDS research speed dating event and discussed sprint grants for collaborative projects. Various research ideas were presented, focusing on AI, learning design, and the impact of technology on education and well-being.

In the latest CREDS seminar, Dr. Rick Flowers, a senior lecturer at the University of Technology Sydney, discussed his ongoing research into how teachers can tackle the rising tide of hateful misinformation in schools.

This is a new article by CREDS members, including Dr Annie Agnew and Professor Matthew Kearney. This article presents findings from an international study examining a synchronous hybrid approach for observing and supporting student teachers on their school placement.

This report was generated, in part, by ChatGPT. I’m currently experimenting with it as a part of the workflow. If you notice any errors, or have other concerns, please reach out to me - Keith.

The Centre for Research on Education in a Digital Society (CREDS) recently hosted its inaugural seminar, focusing on the innovative intersection of education, digital technologies, and public interest documents. This seminar, led by Dr.

CREDS is excited to see that Associate Professor Heather Ford has won an ARC Future Fellowship Grant. These are amongst the most prestigious fellowships and serves to recognise Professor Ford’s scholarship.

You’ve probably all seen books about Generative AI - but what about a book written by AI? Well, that’s sort of what Keith Heggart has been working on lately. Working with the academic publishers at Springer, Keith has used Machine Learning to create a book ‘An introduction to civics and citizenship education’.

This is a book with a difference, as it has been, in many respects, co-written with artificial intelligence. The author, Keith Heggart, explains below in an excerpt from the introduction:

The development and implementation of inclusive and diverse learning experiences is a vital consideration for educators in higher education. Increasingly, learning designers play a significant role in this process. This textbook offers postgraduate students a comprehensive guide to designing learning experiences that are accessible, equitable, and inclusive.