UNSW Nexus Fellows Cherie Lucas, Mark Ian Jones & Chris Campbell posit when genAI prompting is used thoughtfully, it represents a cognitive workout and can actually assist in building critical thinking.

Tim Davies and Ruby-Ngoc Nhu Nguyen explore how Cogniti AI (a custom chatbot) could be used to assist student in engaging in deep reflections, acting as a "reflective coach".

Therese O'Sullivan shares her experiences in how online assessment can be done in the age of artificial intelligence with the example of a digital decision index assessment.

Maurizio Costabile, Sarah Davey, and Kuan Tan introduce us to the world of vibe coding and how we can use it to create educational tools in a faction of the time you'd expect!

Benito Cao explores whether the essay is dead or alive in a time where Generative AI is at the finger tips of students.

James Tsatsaronis explores assessing the process and the product where students solve complex problems in small groups, as a means of ensuring assessments maintain security and validity.

Julia Low & Jing Ye shed light on whether GenAI can mark student work fairly, by comparing the marking to a human assessor.

Mifrah Ahmad explains how we can level up the learning experience using pedagogically sound gamification.

Beatrice Chu sheds light on the strategies she used to engage an 800+ student cohort with strategies such as gamification and AI chatbots.

Thomas Corbin, Gene Flenady & Joanna Tai identify key limitations of GenAI feedback focusing on the relational side of the feedback process where the human touch is crucial.