Sandris Zeivots
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sandrisz.bsky.social
Sandris Zeivots
@sandrisz.bsky.social
170 followers 750 following 17 posts
Designing meaningful practices to learn and engage | Senior Lecturer
@Sydney_Uni | Meaningful engagement | Co-design | Experiential learning | Learning spaces
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sandrisz.bsky.social
What might #collaboration look like in #future #universities?

Our new chapter explores speculative futures of highly collaborative practices in higher education — reimagining practice, context and technology together.

🔗 doi.org/10.1007/978-...
November 4, 2025 at 10:11 PM
sandrisz.bsky.social
Plenty of insights and calls for impact from #HERDSA2025 (Higher Education Research Society of Australasia) conference. Summarised for my future self, and maybe useful for others too.

✔️𝐂𝐨-𝐢𝐧𝐭𝐞𝐥𝐥𝐢𝐠𝐞𝐧𝐜𝐞 𝐰𝐢𝐭𝐡 𝐆𝐞𝐧𝐀𝐈
✔️𝐖𝐡𝐚𝐭 𝐚𝐛𝐨𝐮𝐭 𝐥𝐞𝐚𝐫𝐧𝐢𝐧𝐠?
✔️𝐁𝐞𝐲𝐨𝐧𝐝 𝐚𝐬𝐬𝐞𝐬𝐬𝐦𝐞𝐧𝐭 (𝐨𝐫 𝐩𝐨𝐬𝐭-𝐚𝐬𝐬𝐞𝐬𝐬𝐦𝐞𝐧𝐭 𝐩𝐡𝐚𝐬𝐞)
July 15, 2025 at 12:17 AM
sandrisz.bsky.social
2025 Australasian Symposium on #Programmatic Approaches to #Assessment

This full day event will showcase a range of approaches to redesigning assessment along programmatic lines.

Date: Friday, 19 Sept 2025
Venue: Online
Cost: Free

More info & regos: transformingassessment.com/civicrm/even...
2025: Australasian Symposium on Programmatic Approaches to Assessment | Transforming Assessment
transformingassessment.com
July 14, 2025 at 11:27 PM
sandrisz.bsky.social
Conversation about critical #GenAI literacies is shifting fast.

If you’re only going to read one paper on it, this might be it. It brings together diverse, critical perspectives from leading voices in the field.

I was pleased to contribute to this @pdse.bsky.social article: doi.org/10.1007/s424...
Critical GenAI Literacy: Postdigital Configurations - Postdigital Science and Education
Critical Generative Artificial Intelligence (GenAI) literacy cannot be reduced to a universal framework. Rather, it must be understood as a constellation of situated literacies, shaped by disciplinary...
doi.org
July 14, 2025 at 1:16 AM
sandrisz.bsky.social
Refreshing insights from this year’s @egosnet.bsky.social‬ (European Group for Organizational Studies) conference.

Plenty of take-aways (summarised in images)🌟🌟
July 14, 2025 at 1:07 AM
Reposted by Sandris Zeivots
kooleady.bsky.social
Our article is out!!!

Rapanta, C., Bhatt, I., Bozkurt, A. et al. Critical GenAI Literacy: Postdigital Configurations. Postdigit Sci Educ (2025). doi.org/10.1007/s424...
Critical GenAI Literacy: Postdigital Configurations - Postdigital Science and Education
Critical Generative Artificial Intelligence (GenAI) literacy cannot be reduced to a universal framework. Rather, it must be understood as a constellation of situated literacies, shaped by disciplinary...
doi.org
July 2, 2025 at 8:57 PM
Reposted by Sandris Zeivots
alexortegren.bsky.social
New paper on critical #genAI literacy! Happy to have been part of this dialogue—superbly coordinated by Chrysi. Hope our framework can contribute toward new dialogues on what AI-related skills and knowledge people need given our #postdigital condition:
doi.org/10.1007/s424...

#AILiteracy
July 3, 2025 at 7:09 AM
sandrisz.bsky.social
New paper!🚩

@dewawardak.bsky.social & I introduce 'sensing ethics' - a relational approach to #ethics in (post)digital #classrooms. Grounded in practice theory, we focus on how ethics is enacted through everyday ‘doing’, ‘saying’ and ‘relating’.

Open access paper: doi.org/10.1007/s424...
Article title: Sensing Ethics in Postdigital Future Classrooms Abstract In this paper, we introduce and develop the concept of ‘sensing ethics’ as a relational approach to thinking about postdigital future classrooms that is informed by our material realities, social and institutional structures, and our responsibilities as educators towards our students. A postdigital lens on ethics emphasises the importance of relationships and interconnectedness in ethical decision-making, moving away from a focus on individual autonomy. It considers how actions afect relationships between humans and non-humans. This perspective moves beyond rule-based ethics, and towards an approach that is more relational, situated, and decentralised. We explore sensing ethics through three examples drawing on the theory of practice architectures. We analyse these examples through the entangled ‘doings’, ‘sayings’, and ‘relatings’ to unpack the complexities emerging in how educators and students enact sensing ethics and how ethics materialises in their human and non-human relationships. Sensing ethics does not require a fxed defnition or defnitive solutions; rather, it is a proactive and intentional practice situated in the present that shapes the near future of postdigital future classrooms.
June 10, 2025 at 11:48 PM
Reposted by Sandris Zeivots
pdse.bsky.social
Milestone - PDSE Open Access article no. 200!
link.springer.com/article/10.1...
Sensing Ethics in Postdigital Future Classrooms - Postdigital Science and Education
In this paper, we introduce and develop the concept of ‘sensing ethics’ as a relational approach to thinking about postdigital future classrooms that is informed by our material realities, social and ...
link.springer.com
June 5, 2025 at 3:27 PM
sandrisz.bsky.social
Call for papers: Special issue in 'Active Learning in Higher Education' on active learning and Generative AI.

We welcome theoretical and empirical contributions.

🔹 Abstracts due: 30 June 2025
🔹 Full paper submission: 16 February 2026

Full call for papers: journals.sagepub.com/page/alh/cal...
Sage Journals: Discover world-class research
Subscription and open access journals from Sage, the world's leading independent academic publisher.
journals.sagepub.com
May 29, 2025 at 3:46 AM
sandrisz.bsky.social
New book chapter out: what we've learnt about #co-design to make meaningful change possible in teaching & learning @sydney.edu.au.

Thanks to co-authors @dewawardak.bsky.social, Andrew Cram, Joanne Nash + editors Alicja Syska, Carina Buckley, Gita Sedghi & Nicola Grayson.

📖 doi.org/10.4324/9781...
What Co-Design Has Taught Us About Transformative Practice and Academi
This chapter explores lessons about co-design in transformative practice and academic development. Co-design, defined as a purposeful, collaborative, and
doi.org
May 8, 2025 at 1:32 AM
sandrisz.bsky.social
🚀Just launched a new resource for educators: '#Assessment #design through co-design'!

Practical strategies from a year-long strategic education project on collaboration in assessments at @sydney.edu.au

🚩 doi.org/10.25910/6je...
🎥 bizonlineassessment.com/design
#HigherEd
April 8, 2025 at 10:48 PM
sandrisz.bsky.social
🚀 Call for contributions: Co-design with #GenAI in higher education

🟢 We invite 700-word contributions + a visual artefact for a collectively authored article in @pdse.bsky.social

🟢 Deadline: 30 May 2025
More details: link.springer.com/journal/4243...
#HigherEd #GenerativeAI #ResearchPaper
Postdigital Science and Education
link.springer.com
March 10, 2025 at 9:28 PM
sandrisz.bsky.social
Great variety of presentations and ways of thinking at this year’s #Generative AI in #HigherEd Symposium at @sydneyuni.bsky.social. Here are my take-aways:

1️⃣𝐆𝐞𝐧 𝐀𝐈: 𝐰𝐡𝐚𝐭 𝐚𝐫𝐞 𝐰𝐞 𝐚𝐜𝐭𝐮𝐚𝐥𝐥𝐲 𝐭𝐚𝐥𝐤𝐢𝐧𝐠 𝐚𝐛𝐨𝐮𝐭?
2️⃣𝐂𝐨𝐥𝐥𝐢𝐬𝐢𝐨𝐧𝐬 𝐰𝐢𝐭𝐡 𝐚𝐬𝐬𝐞𝐬𝐬𝐦𝐞𝐧𝐭𝐬
3️⃣𝐓𝐞𝐚𝐜𝐡𝐢𝐧𝐠 𝐀𝐈 𝐚𝐧𝐝 𝐥𝐞𝐚𝐫𝐧𝐢𝐧𝐠 𝐀𝐈

#GenAi #HigherEd
𝐆𝐞𝐧 𝐀𝐈: 𝐰𝐡𝐚𝐭 𝐚𝐫𝐞 𝐰𝐞 𝐚𝐜𝐭𝐮𝐚𝐥𝐥𝐲 𝐭𝐚𝐥𝐤𝐢𝐧𝐠 𝐚𝐛𝐨𝐮𝐭? ● Gen AI is framed in different ways. For some, it’s ‘just a tool’, an ‘active learning partner’, for others, something much bigger, messier. Some suggest one chatbot should do it all, others argue for multiple chatbots for different tasks. Some focus on text prompts, others ask AI to describe images to understand how it ‘thinks’ (Cory Dal Ponte, Anastasia Globa) ● Some use Gen AI ‘just like google’, missing out on its potential as a dialogic tool. Slowly changing, it shows the importance of prompting – now as crucial as reading and writing. Some interesting prompting models out there, e.g. ROSE (Role, objective, style, exemplar) (Dr. Kelsey Burton, Jeremy Lindeck) ● Engagement with Gen AI is emotional. Frustration when it doesn’t ‘give me exactly what I want’. Gen AI increasingly slows and paces interactions. Guiding students can build confidence ● The gap in how we learn about Gen AI is widening. Students are more open to exploring it, while some educators remain hesitant. Meanwhile, many students are unsure how to use Gen AI in class, but actively use it outside. (Jeremy Lindeck) 𝐂𝐨𝐥𝐥𝐢𝐬𝐢𝐨𝐧𝐬 𝐰𝐢𝐭𝐡 𝐚𝐬𝐬𝐞𝐬𝐬𝐦𝐞𝐧𝐭𝐬 ● Collisions – of ideas, disciplines, perspectives – are rarely smooth, but they can lead to great things. Gen AI is colliding with everything – particularly with assessments. It challenges how we epistemically assess learning. Discussions are shifting from assessments as products to processes. If AI-generated work performs at the same level as students, what does that mean for assessment design? (Boyd Britton; Giordana Orsini) ● Co-design and co-creation are gaining momentum. Educators are talking about co-designing activities/assessments with others and with AI – a much-needed, refreshing shift (Swapneel Thite,) ● Students navigate multiple Gen AI ecosystems. Many international students rely on non-Western AI tools, while many government/institutional policies assume Western platforms like ChatGPT. In one study, 1/3 of Chinese international students in a New Zealand university had never used Western Gen AI tools. How do we ensure AI-integrated learning is inclusive? (Pedram Nourani, Anthony Ryan) 𝐓𝐞𝐚𝐜𝐡𝐢𝐧𝐠 𝐀𝐈 𝐚𝐧𝐝 𝐥𝐞𝐚𝐫𝐧𝐢𝐧𝐠 𝐀𝐈 ● Educators and students don’t just need to ‘know’ about AI – they need AI competences. Still unclear what that looks like. We should be explorers, not just visitors. Hands-on, sometimes uncomfortable, engagement with Gen AI is necessary (Prof. Dr. Henrik Dindas, Frank Paul Schulte) ● Calls for free play, role play and game-based learning where Gen AI is integrated to make learning more engaging, meaningful and authentic. One session on sheep and pregnancy detection with AI… why not? (Melanie White, Mike Seymour, sophia li, Mark Freeman, Olga Kozar)
February 10, 2025 at 12:32 AM
sandrisz.bsky.social
We need to stop detecting student #cheating and start detecting #learning.
#GenAI #HigherEd
molliedollin.bsky.social Mollie Dollinger @molliedollin.bsky.social · Feb 10
Today at Curtin I'll be providing an all-staff briefing session on our 'Assessment 2030' work, and will be integrating the wise words of @cathellis13.bsky.social from last week's USYD GenAI Leaders forum:

"we need to stop detecting cheating, and start detecting learning." 🙌
February 10, 2025 at 12:20 AM
sandrisz.bsky.social
If you're in Sydney in February, join us for a session ‘Problematising education and digital technology’. Similar sessions are run around the world.

Date: 21 February 2025
Time: 10:00am - 1:00pm
Location: University of Sydney Business School
Register: business-comms.sydney.edu.au/pub/pubType/...
Business Co-Design Workshop | Problematising Education and Digital Technology | Dr Carmen Vallis
Business Co-Design Workshop | Problematising Education and Digital Technology | Dr Carmen Vallis
business-comms.sydney.edu.au
February 5, 2025 at 12:44 AM
sandrisz.bsky.social
First 2025 articles!

Both on #LearningSpaces in #HigherEd with Business Co-Desing team @herdjournal.bsky.social

🔴Traversing changing #HigherEd learning spaces
doi.org/10.1080/0729...
🔴Beyond the physical/virtual: Connected learning spaces in postgraduate business education
doi.org/10.1080/0729...
Beyond the physical/virtual: connected learning spaces in postgraduate business education
In response to the rapidly changing realities of higher education, educators need to reconceptualise how they think about learning spaces. This paper examines how the concept of connected learning ...
doi.org
February 5, 2025 at 12:40 AM
Reposted by Sandris Zeivots
galendal.bsky.social
50 free e-prints available. Find out what our students said about their learning spaces: Beyond the physical/virtual: connected learning spaces in postgraduate business education: Higher Education Research & Development: Vol 44 , No 1 - Get Access www.tandfonline.com/doi/full/10....
Beyond the physical/virtual: connected learning spaces in postgraduate business education
In response to the rapidly changing realities of higher education, educators need to reconceptualise how they think about learning spaces. This paper examines how the concept of connected learning ...
www.tandfonline.com
January 30, 2025 at 4:19 AM
sandrisz.bsky.social
🚀Our article 'Co-design practice in higher education: Practice theory insights into curriculum development' with @NHopUTS, @DewaWardak & Andrew Cram is now published in @HERDJournal🎉

Full-access article:#HigherEd #Codesign #Collaboration #Curriculum

doi.org/10.1080/072943…
February 5, 2025 at 12:34 AM
sandrisz.bsky.social
One of the most rewarding parts of my role is taking students from 'Managing Post-Crisis Through Action Research' to the @ccwm_sydney museum. They explore #leadership, #ActionResearch and turn theory into real-world insights.
So grateful for @Sydney_Uni's #ObjectBasedLearning!
February 5, 2025 at 12:34 AM
sandrisz.bsky.social
What do students and educators actually think of #ChatGPT in #assessments?

We surveyed university educators and students across 3 continents (Australia, US, Cyprus) about #GenAI.

Authors: @whynotyet @enm181 @papanastasiou_e @AdeleSmolansky et al

Article

doi.org/10.1016/j.caea…
February 5, 2025 at 12:33 AM