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Artificial Intelligence for Educators: A Course in Professional Judgement for the AI Era

Build the knowledge, judgement, and confidence to navigate artificial intelligence (AI) in your teaching practice, whether you work in a school or a tertiary setting.

Key Outcomes

• Explain how generative AI works, including its limitations, and apply this knowledge to make informed teaching and learning decisions

• Evaluate the risks, regulatory requirements, and ethical dimensions of AI use in your educational context

• Redesign assessment tasks and learning activities that maintain academic integrity and develop students' critical AI literacy

• Commit to a values-driven, evidence-informed approach to AI in your professional practice, including knowing when not to use it

What is covered in this course?

• How generative AI works: large language models, tokens, context windows, prompting frameworks, and common failure patterns

• The Australian regulatory landscape for AI in education, including TEQSA, OAIC, and the national schools framework

• Algorithmic bias, equity, privacy, and the ethics of AI-assisted teaching

• Assessment redesign frameworks for AI-era contexts: risk matrices, two-lane models, and designing for reasoning transparency

• Student AI literacy: what students actually do with AI, and how to build critical, responsible use into your curriculum

• Professional identity, communities of practice, mentoring, navigating uncertainty with confidence, and sustaining your wellbeing as an educator in a changing landscape

Should I attend?

This course is designed for educators from Australian higher education and secondary schools. It suits classroom teachers, lecturers, course coordinators, curriculum designers, academic developers, and educational leaders who want a practical, evidence-based foundation for navigating AI in their professional context. No prior technical knowledge of AI is required.

How will I benefit?

You will gain:

• A grounded understanding of generative AI to make informed decisions

• Practical frameworks for redesigning assessment and learning activities in response to AI

• A personal portfolio of artefacts you can apply directly to your teaching context

• A clearer sense of your own professional values and how they guide your use (or non-use) of AI

• Confidence to contribute to institutional AI conversations from a position of knowledge

How will your organisation benefit?

Your organisation will gain:

• Educators equipped to make sound, context-sensitive decisions about AI in teaching and assessment

• Practical strategies for protecting academic integrity without relying solely on detection tools

• Staff who can contribute meaningfully to institutional AI policy and curriculum review processes

• A shared professional language for discussing AI risks, opportunities, and ethical responsibilities across teams

Who are the instructors?

Dr Ruby-Ngoc Nguyen

Ruby is a learning designer, researcher, and Senior Fellow of the Higher Education Academy (AdvanceHE) whose work focuses on generative AI in education, assessment redesign, and academic professional development. She holds a PhD in Education and Media from the University of Adelaide and holds a strong publishing record in peer-review journals around media technologies and AI technology integration in education. Ruby has designed and delivered a range of AI-in-education professional development at both Adelaide University and the University of Sydney, where she guided educators in AI-age assessment redesign aligned with TEQSA standards and collaborated on building custom AI agents across diverse teaching contexts. She also holds a Diploma of Counselling, which deepens her understanding of the affective dimensions of teaching and learning.

Tom Crichton

Tom is a learning designer and educational technologist, focused on the delivery of professional learning for educators at Adelaide University. His work spans generative AI in education, learning experience design, assessment design, and educational technology strategy. He has led teams delivering AI and information literacy programs, contributed to institutional AI and educational technology initiatives, and facilitated workshops for educators at all career stages. Previously, Tom worked as a strategic innovation adviser outside the education sector, an experience that shaped how he navigates the frontier between established and emerging practice. His background in philosophy and political theory informs a critical orientation to generative AI’s role in education, one that considers its pedagogical opportunities alongside its ethical, epistemic, and practical risks.

Course Fee

$850.00

Course format

This course has two components:

1. Online modules (self-paced, approximately 8 hours total). You will independently complete five online modules before the Peer Studio. You will work through the content at your own pace and build a professional portfolio of five artefacts: a context map, a position statement, a redesigned assessment, a learning activity sequence, and a personal action plan. The online modules provide the foundation for all Peer Studio activities.

2. Online Peer Studio (5 hours including breaks). The Peer Studio is a real-time structured peer session conducted over Zoom. You will share portfolio artefacts, give and receive feedback, test your thinking against colleagues from different contexts, and refine your action plan. A completed portfolio will support your full participation.

Course access opens a minimum of three weeks before the workshop date to allow sufficient time to complete all five modules.

There are currently no course dates for this course. If you are interested, please get in touch with us.

Course

If your preferred course is full, please contact the Learning Futures team at learningfutures@adelaide.edu.au.

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