FLB Staff Awards

Project Name: Leveraging AI to Teach Social Research Methods in Criminology Education

Project Description: A strong foundation in social science research methods is essential to any criminal justice curriculum, enabling students to critically evaluate both academic and popular discourse on crime and justice. Fostering engagement with these methods also supports progression into postgraduate study, where such skills are vital for data collection and analysis. However, research methods remain among the most challenging areas to teach - particularly for students with little prior exposure. Using LCRM301 – Researching Criminology as a case study, this project explores how generative AI can support student learning of complex research concepts. Guided by Cognitive Load Theory, it investigates how AI-powered tools incorporated in the Canvas platform can reduce students’ cognitive load, particularly in high-challenge areas such as statistical analysis and research design. Poorly designed materials can increase extraneous load, leading to confusion and disengagement. This project aims to address these issues through thoughtfully designed, AI-enhanced learning tools. The project will proceed in two phases: Phase 1 (2025): With the support of two Student Research Assistants who have completed LCRM301, the Canvas site will be redesigned to include AI-generated activities aligned with learning outcomes, assessment practices, and informed by past student experiences. The format will mirror Thrive, providing a flexible mix of online and in-person learning. The redesign will be completed by 15 December and published on the IDEAL Digital Portal. Phase 2 (2026): Effectiveness will be evaluated through comparative analysis of Canvas engagement data, SELT scores, and student surveys. Results will be submitted to a peer-reviewed journal.

Name(s): Matthew Morgan & Emma Lusk

Project Name: Medibank Strategic Management Project

Project Description: This initiative embedded an industry-engaged assessment into BIPX301 (Professional Experience), where final-year students acted as strategic consultants to Medibank Private Health Insurance, addressing the real-world business challenge of retaining international student customers as they transition from Overseas Student Health Cover (OSHC) to worker health cover. Delivered in Semester 1, 2025, the project was co-designed with Medibank and integrated structured mentoring, scaffolded assessment tasks, and applied use of strategic management frameworks. A group of international and domestic students conducted a comprehensive analysis of the external environment and internal capabilities of Medibank, and developed customer-focused, data-informed strategies for improving retention and brand loyalty. Their findings and recommendations were presented in a formal business report and delivered in an executive presentation to Medibank representatives & A/P Bhavani Sridharan, Associate Dean, Learning & Teaching and Accreditation. This initiative exemplifies ACU’s 2023–2033 Strategic Plan focus on adaptive education and industry-immersed learning. It supported students in applying disciplinary knowledge to real problems, building their professional capabilities and confidence through authentic engagement. Medibank, in turn, benefited from innovative, research-informed student insights aligned with its long-term strategic goals. The proposed grant will fund dissemination activities, including writing and submitting a 1,000-word case study for publication in the IDEAL digital portal (due 15 Dec 2025), and publishing a 300–500-word blog post reflecting on the project’s outcomes and success on the IDEAL website. These outputs will support the sharing of best practice in work-integrated learning design across the university.

Name(s): Marzena Baker

Project Name: Deliberate Mistakes, Deeper Learning: An Effective Approach to Boosting Online Engagement

Project Description: Discussion forums (DFs) are widely used in higher education as a tool to encourage student engagement and foster asynchronous learning. However, despite their potential, many students engage minimally, provide surface-level responses with limited interaction, and often use Gen-AI tools to answer the questions. Prior research suggests that authentic DF tasks and interactive content design can help overcome these challenges. Consequently, educators have explored various strategies, including the integration of multimedia content and inquiry-based learning, to enhance the effectiveness of online discussions. The goal of this research is to improve the authenticity and engagement level of DF tasks by introducing video-based problem-solving tasks. Specifically, the research question is: Can a video-based DF task with embedded conceptual challenges improve student engagement and peer interaction? The motivation is to transform passive content consumption into active learning and collaborative knowledge construction. The proposed approach involves recording short concept videos followed by a related problem-solving activity in the DF. A minor intentional error is introduced during the second explanation of the concept, and students are asked to identify and correct the mistake. Engagement data has been collected using Canvas analytics and a survey. Preliminary results indicate a significant increase in student engagement with the DF activities. Canvas analytics show higher average watch times, increased instances of multiple viewings, and a notable rise in the quality and quantity of DF contributions. Survey results indicate that more than 80% of students have found the tasks very engaging and effective in preventing the use of AI-generated responses.

Name(s): Kamanashis Biswas

Project Name: BizOrg Quest: A Gamified Microlearning Experience for LAWS200 Business Organisation

Project Description: BizOrg Quest is an interactive, gamified microlearning platform designed to enhance student engagement, understanding, and retention in LAWS200 Business Organisation. The initiative transforms key legal concepts—such as business structures, incorporation, director duties, and corporate liability—into short, scenario-based modules delivered via mobile-friendly platforms. Students will complete legal challenges in a virtual “quest,” earning points, badges, and formative feedback as they unlock new content. Each module uses branching narratives, problem-solving activities, and AI-supported quizzes to simulate real-world advisory tasks lawyers perform for businesses. This project directly supports: • Technology-enhanced assessment and feedback • Improved learner retention and success, especially in an early foundational law unit • Equity and inclusion, by supporting flexible, accessible learning for underprivileged or time-constrained students. It also aligns with ACU’s strategic goals of digital innovation in education and the UN Sustainable Development Goal 4 (Quality Education).

Name(s): Zaman Khorseduzzaman & Tolulope Adekola

Project Name: Playful Pedagogy: Enhancing First-Year Engagement and Retention

Project Description: In Sem1, 2025, we introduced playful learning techniques in BUSN112, a foundational business unit, to improve student engagement and retention. Play-based activities included weekly team quizzes, interactive games for learning introductory statistics, and icebreaker exercises designed to foster collaboration and social connection. Preliminary outcomes were encouraging retention at Census improved compared to previous semesters, and informal student feedback indicated greater confidence, enjoyment, and a stronger sense of belonging. This initiative aligns with ACU’s Vision 2033, as it brings to life the University’s commitment to innovation, academic excellence, and inclusive learning environments that support student success. This grant will support the development of a Practical Guide to Playful Pedagogy in First-Year Business Units. The guide will provide a roadmap for embedding low-cost, evidence-informed play-based activities into commencing units across PFBS disciplines. It will feature sample activities (e.g., collaborative games, quiz formats), adaptable templates, and implementation strategies designed to build engagement from Week 1. During Semester 2, 2025, we will co-design the guide with first-year students, pilot selected activities in 1-2 additional foundational units, and invite academic staff to evaluate its clarity, usefulness, and relevance. The final guide will be shared through Faculty learning and teaching channels (e.g., HELTA) and formally presented at an PFBS teaching and learning session. This initiative promotes playful learning as a structured pedagogical strategy to support early student engagement and retention. Timeline (18 weeks): Co-design sessions (weeks 1–4), analysis and evaluation (Weeks 4–6), pilot selected activities in other units (Weeks 7–10), (weeks 11-18) finalisation, design, and dissemination.

Name(s): Murooj Yousef, Alex Campbell, Kate Letheren, Yen Do, Kirk Duncan

Project Name: Enhancing Innovative Oral Assessment in Legal Education

Project Description: I propose to formally evaluate the impact of simulation-based oral assessment through targeted student surveys, with the aim of incorporating findings into introductory GDAMLP units and produce a scholarly publication. In Semester 1, 2025, I introduced an innovative assessment in response to challenges posed by generative AI and concerns around students’ ability to apply legal principles to factual scenarios. This initiative aligns with ACU’s two-lane assessment approach. The assessment required students to analyse a case study and participate in a simulated Zoom meeting with an ‘employer’ to discuss viable legal pathways. During the session, students shared their screen and actively navigated Legendcom whilst applying the facts. Legendcom is the only legal database used in the GDAMLP and a mandatory tool for all Registered Migration Agents. This created a rigorous and authentic test of students' ability to interpret and apply the law in real time. The format provided markers with authentic insight into students’ practical capabilities and their problem-solving approach. Initial results were highly positive; markers gained a clearer picture of students’ practical capabilities, and feedback from students was overwhelmingly supportive. Many reported that the marker’s feedback shifted their understanding of legal research. The integration of Legendcom within the assessments further reinforced essential skills for professional readiness. Given the success of this assessment, this project seeks to better understand its broader impact/limitations, and to explore the potential for oral-simulation assessments. This initiative strongly aligns with the institutional priorities, particularly the theme of embedding assessment practices that improve learning retention/long-term academic success.

Name(s): Louisa Jones

Project Name: Empowering Entrepreneurial Thinking Through Purpose-Driven Problem Solving

Project Description: This initiative reimagines entrepreneurship education by aligning with ACU’s mission to act in truth and love, fostering flourishing lives, thriving communities, and ethical futures. The project integrates values-based learning with industry-engaged, impact-driven assessment. In Semester 2, 2025, we will enhance the Entrepreneurial Mindset unit (ENTR201) by embedding real-world problem-solving that reflects the United Nations Sustainable Development Goals (UNSDGs). Specifically, the project investigates why impact investment mechanisms—such as orange bonds—often bypass Indigenous Australian startups, such as Yaala Sparkling, founded by Tara Croker. By building on our 2024 experience with LinkedIn-based engagement and our partnership with the Singapore-based Impact Investment Exchange (IIX), we aim to bridge this gap through student-led innovation and digital collaboration. Students will engage directly with social entrepreneurs, apply ethical reasoning to real-world dilemmas, and co-create practical strategies for inclusive impact investment. This initiative supports flourishing lives by equipping students with the critical thinking, purpose-driven mindset, and digital fluency required for professional and personal fulfilment. It nurtures thriving communities by connecting students with diverse, values-led enterprises addressing social inequality and environmental justice. Finally, it contributes to an ethical future by fostering research and pedagogy grounded in dignity, equity, and the common good. This initiative will be implemented across one semester, with the potential to be scaled across ACU’s business curriculum and partner institutions in the Indo-Pacific.

Name(s): Joanna Vogeley, Mehrzad Saeedikiya, Poornima Devasinghe Anumathi Gedara

Project Name: Innovative Assessment Using Xero Accounting Software in ACCT605

Project Description: The "Innovative Assessment Using Xero Accounting Software in ACCT605" initiative, piloted in Semester 1, 2024, enhanced learning outcomes and employability for accounting students. By integrating Xero, a leading cloud-based accounting software, students completed online modules and exercises, culminating in the Xero Certified Advisor certification. This process provided both theoretical knowledge and practical skills essential in the accounting profession. Based on the positive outcomes and feedback from the pilot, we plan to extend this initiative to ACCT305 in Semester 1, 2025. This expansion aligns with ACU's Strategic Plan by incorporating technology to foster practical, real-world skills and improve employability. Goals/Targets: Develop Practical Skills: Enable more students to master Xero, enhancing workforce readiness. Enhance Employability: Extend certification to a larger student base, increasing their attractiveness to employers. Improve Learning Outcomes: Use real-world software to deepen understanding of accounting concepts in multiple units. Support ACU's Strategic Plan: Broaden the use of innovative technology in teaching. Achievement of Targets: Practical Skills: Pilot students successfully completed modules and applied skills in simulated scenarios. Certification: Many ACCT605 students achieved the Xero Certified Advisor status. Feedback: Positive pilot feedback highlighted increased confidence and understanding of accounting practices. Time Frame: Pilot Implementation: Semester 1, 2024 Extension to ACCT305: Semester 1, 2025 Assessment and Feedback Collection: By the end of Semester 1, 2025 Continuous Improvement: Ongoing, incorporating feedback for future iterations. This project sets a precedent for innovative, technology-driven learning methods within ACU's accounting programs, aiming for continuous improvement and broader implementation.

Name(s): Adam Arian

Project Name: Developing Innovative Authentic Assessments, which Incorporate Industry and Collaborative Perspectives, Facilitate Active Learning, and Foster Academic Integrity

Project Description: An important aspect of teaching practice is industry relevance. In teaching finance at Griffith, Flinders and ACU, I have identified a strong need for students to engage with real-world problem scenarios from the finance industry. Therefore, in the second semester of 2024, I plan to develop and introduce a Valuation Case Study (VCS) in BAFN204. In the VCS, students will be given selected items from the most recent financial statements of a real Australian company and will be required to value this company using the valuation methods and financial ratio analysis covered. The VCS will reflect collaborative and industry perspectives as it will be developed and adapted to the relevant context in consultation with colleagues from ACU, Flinders and Griffith Universities. Once the draft VCS is completed, I plan to present it at a conference and consult with investment professionals. One of the key learning outcomes (LO1) of BAFN204 is to develop students' ability to 'identify and analyse the different investment options available to investors for both Socially Responsible Investments (SRI) and conventional (non-SRI) investments'. A VCS format is the appropriate way to measure this outcome. By creating the VCS, I will ensure that teaching and assessment lead to the desired learning outcome. The VCS, as an authentic assessment, fits perfectly with Focus 1 and 2 of ACU's Strategic Plan 2033 - "to provide a learning environment that emphasises the growth of the whole person" and "to offer a range of educational opportunities that lead to future-ready career outcomes".

Name(s): Jak Kakhkharov

Project Name: Enhancing Work Integerated Learning through ChatGPT for Undergraduate students

Project Description: This project proposes the use of ChatGPT to support underprivileged students in programming courses, particularly Python, to enhance their learning outcomes and academic success. In alignment with the ACU's Strategic Plan 2024-2028, focusing on adaptive education and high-impact research, the initiative aims to level the educational playing field by providing personalised, accessible support to students who may lack resources. ChatGPT will be integrated into programming curricula to offer real-time assistance, s feedback, and additional learning resources. This AI-powered tool can help students understand complex programming concepts, debug code, and receive instant feedback on their assignments, thereby improving their comprehension and skills. By providing 24/7 support, ChatGPT ensures that all students, regardless of their background or schedule, have access to high-quality educational resources. The project will also focus on maintaining academic integrity by identifying approaches how to monitor and prevent misuse of generative AI in student submissions. The research will ensure that while students benefit from the educational support provided by ChatGPT, their work remains authentic and reflects their true abilities. This initiative aims to improve the academic performance of underprivileged students in programming courses, enhance their engagement and confidence in learning, and uphold high standards of academic integrity. Success will be measured by analysing improvements in student performance, engagement metrics, and the effectiveness of the AI detection tools. The project will be implemented over six months, beginning with a pilot phase in selected programming courses. Feedback from students and educators will be used to refine the approach, followed by broader implementation based on the pilot's success. This initiative not only supports ACU's mission to foster innovation and inclusivity but also positions the university as a leader in equitable education practices.

Name(s): Walayat Hussain

Project Name: Teaching Cybersecurity Using LEGO Blocks to First-Year Students

Project Description: Lego Serious Play (LSP) has been used as a tool for creative learning and team building, facilitating brainstorming and discussion of complex ideas through storytelling and metaphors (Asprion et al., 2020). Although LSP has been successfully utilised to teach many technical subjects, its applications in the cybersecurity domain are limited. This project aims to incorporate LSP into cybersecurity education to create a dynamic and interactive learning environment for first-year students. The goals are as follows: 1. Hands-on Learning Experience- LSP offers a hands-on learning experience, beneficial for students who find abstract cybersecurity concepts challenging. Students can use Lego blocks to create a model of a computer network, showing how data flows between different components and where potential vulnerabilities might exist. 2. Active Engagement- LSP encourages active participation and engagement crucial for retention. Instead of passively listening to lectures, students actively construct and discuss models, fostering a deeper understanding of the theoretical concepts. 3. Enhanced Creativity and Problem-Solving Skills- By constructing and manipulating models, students explore various solutions to cybersecurity problems in a creative and non-linear way. 4. Improved Communication Skills- LSP helps students articulate complex ideas through storytelling and metaphors, improving their communication skills. 5. Team Building and Collaboration- LSP fosters collaboration and teamwork, as students often work in groups to build models and solve problems. 6. Increased Retention- Students who enjoy building and discussing models of cybersecurity systems are more likely to remember the concepts and feel motivated to delve deeper into the subject matter in future units.

Name(s): Kamanashis Biswas

Project Name: BIPX301 Global Collaboration Professional Experience Project

Project Description: The innovative initiative relates to embedding an innovative work-integrated learning experience for 3rd year students of BIPX301 Professional Experience unit. The innovation relates to engaging with international organisations via a work-based learning platform - Riipen enabling collaboration between educators, organisations, and students on real industry projects. This initiative was undertaken over a 12-week period during Semester 1 2024. BIPX301 students had an opportunity to work with two organisations, Eleu Health from Canada and NPD Marketing from US to develop a business strategy for each, following a critical analysis of their business environment and business goals. Those organisations provided an opportunity for students to gain real-life work experience and strategic management skills. This initiative aimed to build students' employable skills by allowing them to apply what they have already learned in their degrees and by adding real value to organisations in different industries. This enabled them to put themselves on a fast track to a thriving career upon graduation by gaining real industry experience and making a positive impact on real-world organisations. It also allowed them to add real value to those organisations by contributing unique ideas to their complex problems, while expanding their own field of study. This initiative fits with ACU's 2033 Strategic Plan and particularly with the objective of pursuing Adaptive Education - one of the drivers of future success that will enable ACU graduates to be career-ready, with networking opportunities, work-integrated learning and twenty-first century skills built into their learning as part of industry-immersed education approach.

Name(s): Marzena Baker

Project Name: Carbon Floor project

Project Description: This project used the Riipen, an innovative global virtual collaboration platform introduced by A/Prof Bhavani Sridharan, to establish partnerships with international industry partners and create WIL-based learning projects. In semester 1 2024, using Riipen, I was able to create and successfully run two WIL-based student projects for 4 BIPX301 students with Carbon Floor (https://carbonfloor.com/), a Canadia-based, carbon consulting and ESG advisory company that helps corporates meeting their carbon market strategies and achieving Net Zero goals. In their final reports, students show evidence of deep learning resulted from multiple factors: being exposed to real-world projects, a totally new and challenging international and online work environment, and a totally new carbon credit industry. All students passed the unit, some with DI and HD grades, and Carbon Floor expressed their wish for continual partnership with us. This project shows that Riipen can be used not only as an innovative tool to facilitate partnerships with international companies but also allows academics to design UNSDG-oriented assessments for students.

Name(s): Thuy-Linh Nguyen

Project name: Legal capabilities of GPT-4: Evaluation of the feasibility of GPT-4 (and ChatGPT Plus) as an effective supplementary tool for legal education

Project description: The project aims to verify whether ChatGPT-4 is an appropriate supplementary tool for learning law. It aims to identify the positive aspects of this new technology as well as those aspects where GPT-4 falls short or needs improvement.

The project will conduct an empirical study based on legal categories. It will compare GPT-4 outputs against verified and recognised information and sources of law and compare GPT-4 results with the outputs of ChatGPT Plus. The conclusions of this study will give educators and students a better understanding of the capabilities of GPT-4, and if any can be used as supplementary mechanisms of learning and understanding.

The project aligns with ACU’s innovative approach to teaching and advances social justice and inclusiveness, looking at the potential utility of a tool that could benefit students requiring more assistance, as well as those for whom English is not their first language.

The project will have an approximate duration of six months.

Names: Juan Diaz-Granados, Brendon Murphy

Project name: Can you beat ChatGPT?

Project description: ChatGPT has gained significant popularity since its launch, but it has its limitations; it is important to scrutinise its responses critically as it may have a limited knowledge base, produce some nonsensical information and be unable to solve complex mathematical problems. This project aims to design an assessment for the Network Security and Application unit. This assessment will involve complex cybersecurity problems, and students will be required to evaluate the responses generated by ChatGPT. Students will provide their findings and provide the correct answers if the generated response is incorrect. Through this project, students will develop critical thinking skills and gain a better understanding of the strengths and limitations of artificial intelligence (AI) technology.

The proposed project aligns with ACU’s strategic plan (SP), particularly priority number two. It aims to provide an engaging and immersive student experience through the use of cutting-edge technologies like AI (SP 2.2), and it supports the development of knowledgeable, skilled and ethical graduates (SP 2.8).

Name: Kamanashis Biswas

Project name: Exploring the efficacy and challenges of Proctorio in open-book examinations

Project description: Proctorio is a cutting-edge remote proctoring software that aims to meet the Legal Admission Board’s requirement of invigilated assessments for core law units. This innovative initiative, employed for the first time during open-book exams, holds great potential to effectively monitor and deter academic misconduct.

The introduction of Proctorio has generated a range of perspectives among staff and students, including concerns regarding privacy and unease over its capacity to record activities during exams using webcams. Some students also reported experiencing heightened stress and anxiety when subjected to Proctorio’s intrusive surveillance.

Technical glitches with the software have further compounded these concerns and have even occurred during crucial exam moments. These technical hindrances disrupt the examination process, presenting challenges for students striving to complete their exams within designated timeframes.

In light of Thomas More Law School’s commitment to impact through empathy, it is imperative to critically assess and ensure that decisions align with the principles of truth, love and the inherent dignity of the human person. By examining these aspects, we aim to cultivate an environment that fosters academic integrity while addressing the valid concerns and experiences of our students.

Name: Kunle Ola

Project name: Incorporation of IP Australia’s patent database into the assessment framework for LAWS 406-Intellectual Property

Project description: The primary objective of this project is to introduce students to real-world patent search practices by utilising IP Australia’s comprehensive patent database. By incorporating this industry-standard resource into the assessment process for the Intellectual Property unit, students will gain practical experience and develop crucial skills that bridge the gap between theoretical knowledge and practical application in the field of intellectual property.

This innovative approach to assessment offers several key benefits. Firstly, it provides students with direct access to a vast repository of patents. Secondly, incorporating the use of IP Australia’s patent database promotes engagement with industry practices and fosters a deeper connection between academia and the professional world. Furthermore, this industry-engaged assessment encourages critical thinking and problem-solving abilities, as students navigate the complexities of patent search strategies and effectively analyse the retrieved information.

This project represents an innovative and industry-relevant approach to empower students with practical skills, foster industry engagement, and cultivate students’ ability to navigate the intricacies of patent research and analysis.

Name: Kunle Ola

Project name: Understanding ACU law students’ ChatGPT experience to assist with plans for using ChatGPT to enhance learning outcomes

Project description: The purpose of this project is to assess law students’ ChatGPT experience in the past six months to develop a strategy for using ChatGPT to enhance learning outcomes for law students. This project seeks to answer the question, ‘Is there any place within the law school for using ChatGPT to enhance learning outcomes?’

To answer this question, the project seeks to find out: why law students use ChatGPT to complete essay-type assessments without being instructed to do so; whether students are informed of potential integrity issues of unauthorised use of ChatGPT; and how students perceive that ChatGPT can enhance their learning outcome. Students are encouraged to participate in a survey targeting these three areas; we will also seek staff input. A short report with recommendations will be submitted to the Dean, Thomas More Law School.

This project and its aims align with ACU’s commitment to delivering excellence in education as identified in its strategic plan (SP). In particular, the project seeks to engage students and identify their learning needs to prepare them for the future through student-centred education which aligns with priority number two: distinctive, inclusive, dynamic and student-centred education (see SP 2.1 and 2.5).

Name: Anne C Pickering

Project Name: Curriculum Mapping

Project Description: The TMLS Curriculum Mapping Project took 6 months to complete and has mapped the Bachelor of Laws curriculum to ensure it is constructively aligned. The map shows if teaching and assessment are aligned with intended learning outcomes.

Further, the map distinguishes substantive topics from graduate attributes and provides standards for graduate attributes across three levels. The map highlights where better evidence could exist of a constructively aligned curriculum that would benefit students and staff (and the University and accrediting authorities)

The next step is to conduct the scaffolded design of the LLB curriculum, especially as it relates to the teaching and assessment of graduate attributes.

Name: David Spencer

Project Name: Technologies to Augment Students’ Engagement

Project Description: The current student's ecosystem limits the studying time and may not prioritize the enrolled class time.  The Moodle/ LEO evolution has brought new innovations in providing digital content via the platform, H5P.

The various media capability in H5P allows the implementation of a complete learning package for students to conduct their learning activities at any hour outside of the usual class time.  The presentation and flexibility of H5P is appealing to users and can be repeatedly used for subjects without any maintenance once it is created.  H5P and LEO quiz systems can be used in conjunction to encourage students' participation outside the regular class hours.

Name: Kwan Yee Hew

Project Name: Uplifting Assessment Outcomes for Asynchronous Units

Project Description: The aim of the project was to co-design an activity that caters to all cohorts with a meaningful link to their assessment activities and enhances students' learning experience through face-to-face interaction.

Planning for 2 events on weeks 9 and 11 across three campuses. Having 2 interconnected case-based tasks that can look at business issues from social marketing, strategic entrepreneurship, and international marketing perspective; the focus was on AT3. The focus of the two workshops: Developing a product to aid in the reduction of plastic pollution from the ready-to-drink market. This innovation will be a global product.

Name(s): Hormoz Ahmadi, Alexander Campbell, Syed Fazal-e-Hasan

NLICs of MKTG318, MKTG301, and ENTR303 - the three Async units in sem 2 marketing discipline.

Project Name: Technology Supported Student-centred Peer Review of Assessment

Project Description: Three consecutive student peer and self-review tasks via FeedbackFruits have been included in the ITEC100 unit. This initiative offers students a constructive and collaborative learning experience by engaging them in an active learning exercise.

Peer review is a widely used instructional approach that has been proven valuable for assisting students in both acquisition of domain-specific knowledge and the development of domain-independent skills such as meaningful interaction with peers, greater exposure to ideas, and self-reflection. To motivate students to fully engage in the peer review process, marks are also allocated to the completion of this process.

Name: Mehdi Rajaeian

Project Name:Enhancing Students’ Success in Microsoft Certification

Project Description: The Microsoft Certification Project empowesr students by giving them an advantage and providing them with a range of tools to help them succeed in many industries. With Microsoft Certification available in various programs ranging from Excel to Azure and Azure AI Fundamentals, students are able to take these skills learned at ACU and receive tangible qualifications.

With these Certification opportunities embedded across many units at the Peter Faber Business School, all students who undertake these courses are given the opportunity to sit for Certification in Microsoft programs, free of charge. Learning materials are integrated throughout the Semester, and upon their successful completion, students receive a world-recognized qualification to take with them.

Name: Laura Papadimos

Project Name: AACSB AoL Baseroom Design

Project Description: As part of the Assurance of Learning Project, a baseroom to showcase supporting documentation and information for AACSB Accreditation was developed using LEO site functionalities.

The goal was to showcase the required documentation for AACSB accreditation in an organized, easy-to-navigate structure. The baseroom includes documentation from 2020 and 2022 Semester 1. New documentation from coming semesters can easily be uploaded to the current baseroom. This initiative contributes to ACU's Data Strategy on data access and sharing.

Name: Adeline Maria Mendez

Project Name: Technologies to Enhance Students’ Experience

Project Description: Gamification can greatly increase student motivation and engagement and enhance student experience overall. I have created gamified interactive classroom activities, using technologies like Quizizz, Kahoot!, H5P, and PowerPoint.

Gamification allows students to actively participate in class, engage with peers, overcome shyness, or have their voice heard, refresh their memories, test their understandings, be challenged to think critically... in a fun and engaging way. Some activities for BIPX202 have included gamification and student satisfaction has been encouraging.

Name: Thuy-Linh Nguyen

Project Name: Authentic Assessment: Developing a Capital Plan for a Bank

Project Description: In BAFN205 in Semester 1 2022, students in groups were given a task to develop a capital plan for a major bank. Students were taught how to use advanced Excel functions to simulate the capital plan from real-life data. After simulating the capital plan of the assigned bank, students had to assess whether the simulated capital plan meets the APRA capital standards.

This task helped employability skills. The excellent learning experience is reflected in the positive SELT data.

Name: Md Akhtaruzzaman

Project Name: Implementation of Gamification Approach to Curriculum (Quitch)

Project Description: I implemented a pilot of a gamification mobile app Quitch to tackle challenges relating to student engagement, and out-of-class study learning tendencies.

The app improved the students learning experience and engagement. Quitch broke down new learning material into bite-sized chunks and encouraged students to revise regularly through mobile quiz questions sent to their phones.

A comparison of grades between 2022 and 2021 showed a significant increase in overall grades as well as Assessment 1 grades.

Name: Wendy James

 Project Name: Development of Content-based Podcasts for OHSEM

The project is an exploration of creative work involving development of audio podcasts for supporting student learning engaging with industry colleagues. The topics covered include contemporary discussions around occupational health, well-being, and workplace safety developments through the lens of risk management.

This involves design and development of audio podcasts of up to 30 minutes in a conversational setting allow for group dynamics, humour, and respectful disagreements. As group members are close industry collaborators, there will be rich discussion to follow the content. Each session will focus on one contemporary topic per podcast.

Name(s): Trajce Cvetkovski and two industry leaders who are experts in the field of health and safety

Project Name: Technology Enhanced Learning
Project Description: With an aim to humanise and personalise the learning experience for students, teaching deliverables were aligned to meet needs and expectations of students. Online technology like Kahoot, Menti, in addition to videos were used to engage students and ensure they participated proactively. General feedback and one-to-one sessions were also incorporated. Moreover, students were provided the opportunity to engage with the industry using case-studies.
Name: Ahmed Hegazi

Project Name: Accounting Teams: Engagement in Real Time
Project Description: Hyflex was adopted for ACCT100 this semester, combining a face to face and online students in the same classroom at the same time. In addition, Microsoft Teams was adopted to deliver workshops and provide an interactive space for students to be engaged. An ACCT100 Team has been set up and all students will be able to access all of their LEO links and resources through Teams. Students were able to load the MS Teams app to their phones and listen to recordings or chat with their classmates anywhere any time. Interactive quizzes to launch during classes were also developed.
Name: Wendy James

Project Name: A Gamification Approach to Teach Cybersecurity Units
Project Description: Students require to know how cyber attackers find and exploit vulnerabilities in a computer system to protect the system. Although practical labs are usually designed to provide students hands-on training, they are not interactive and fail to engage students in learning key concepts. Therefore, this project implements a new approach to teach cybersecurity units at the tertiary level. In addition to teaching undergrad and postgrad students at ACU, the platform can be used to enrich the security knowledge of non-IT professionals. Currently, the ACU IT team is in the process of deploying the system in the cloud environment. We aim to test the system as a pilot in semester-2 and fully implement it in semester-1 next year.
Name: Kamanashis Biswas

Project Name: Assurance of Learning Dashboard
Project Description: The major goal for this innovation initiative was to present data collected from the AACSB Assurance of Learning (AoL) activities in a clear, engaging and digestible manner, instead of having the data reside on a large excel spreadsheet. To do this, a customised Power BI dashboard was created, customised for PFBS’ needs, and presenting the data collected in various courses and units from the PFBS. It brought the AoL data into one, clear platform allowing us to display it in a visual, interactive, and comprehensible format. The solution was bespoke, automatically drawing from the most current data available, allowing staff to analyse it more efficiently, spot trends and patterns, and obtain actionable insights to make better decisions.
Name(s): Eduardo Almeida, Adeline Mendez

Project Name: Sustainable Automatic Approach for Collecting Data for Assurance of Learning
Project Description: The goal of this initiative was to create a systematic and organized approach for collecting reusable data from multiple sources towards supporting Assurance of Learning (AoL). The novelty of this project is creatively using a powerful web application towards building and managing online surveys and databases. Additionally, this project enabled setting up of dashboards and bulk downloading of documents supporting usability and utility of the system.
Name: Adeline Mendez

Project Name: The Innovative Global Virtual Classroom project in collaboration with industry partners and leading-edge technology
Project Description: Australian Catholic University and DePaul University, US collaborated to run an innovative global virtual classroom which enhanced students’ cultural competence. An innovative project incorporating industry partners and leading-edge technology was designed through which students of two universities from different parts of the world worked on a live industry case dealing with a real-world problem related to the COVID-19. This project employed highly innovative technology, assessment design and teaching and learning techniques that made it possible for students with two different units, assessments, offerings, semester timings and country time zones to work together. A sustainable GVC project template has been designed that can be used by other academics of the school or faculty.
Name(s): Syed Muhammad Fazal-e-Hasan, Hormoz Ahmadi 

Project Name: Enriching Law Students Learning Experience through Industry Engagement with ACU Contract Law Interview Series
Project Description: ACU Contract Law Interview Series was introduced in LAWS105 Contract Law (2021, semester 1). Interviews with, a barrister, a solicitor, an in-house legal counsel of Central Equity, and other prominent people were recorded and uploaded on LEO for students. The collective experience of distinguished guest speakers across the legal profession will prepare law students to be holistic lawyers. This innovative Interview Series is the first in TMLS pioneering the way for industry engagement.
Name: May Cheong

Project Name: Facilitating Seamless Proctoring of Microsoft Certification Exams
Project Description: Peter Faber Business School has incorporated Microsoft curriculum and certifications in some of its IT units to support students’ digital skills development, enhance graduate employability, and improve institutional metrics for graduate outcomes. Due to COVID19 restrictions, the certification exam is administered via an online proctored system by ACU staff. Mehdi Rajaeian and Laura Papadimos proactively supported students and proctors by developing user guides for both students and staff and troubleshooting technical issues during the exam.
Name(s): Mehdi Rajaeian Mohammad, Laura Papadimos

Project Name: Enhancing efficiency through process automation
Project Description: Through the adoption of powerful machine learning platforms, this project facilitated automating a number of routine and repetitive tasks supporting AACSB accreditation and enhancing students learning experience. The outcome is enabling automatic reporting and visualisation leading to efficient use of resources and consistent and error free reports. These activities are aligned with ACU’s key focus area of Innovation to be unique, creative, and agile for the betterment of society.
Name: Mohsen Bagheri

Project Name: Enhancing efficiency through robotic workflow automation
Project Description: This project entails integrating multiple Microsoft applications to accomplish a complex and repetitive workflow process. The key objective of this initiative is to ensure enhanced efficiency and reduced time lag in the successful completion of peer review of assessment to uplift the quality of assessment. Exploiting the potential of the Microsoft Power automate the system, this uses several out-of-the-box templates and connectors to trigger automatic workflows using multiple applications including SharePoint, Microsoft 365, Microsoft forms amongst others. This project aligns with ACU’s focus on innovation and reduces the manual effort and time required for the processes.
Name: Adeline Mendez

Project name: Virtual tours in pro bono unit
Project description: The TMLS introduced a new pro bono unit. One of the components of this unit was an introduction to the legal precincts of Melbourne and Sydney but given COVID-19 restrictions, it was impossible to lead students on ‘live’ physical tours of these precincts. To overcome this obstacle, numerous hours were spent by the NLIC in developing virtual tours of the precincts.
Name: Mr Dominic Cudmore

Project name: Global virtual classroom innovation
Project Description: The PFBS has been embarking on an exciting new global educational initiative. Students from ACU and Nazareth College (US) have been offered the opportunity to participate in each other’s classroom and engage with an assessment modelled on business reality television series, Shark Tank. Additionally, the innovative CATME (The Comprehensive Assessment of Team Member Effectiveness) technology was used to help form dynamic groups to develop students' intercultural skills and resilience to work with a diverse group of students.
Names: Dr Andrew Papadimos, Professor Adam Crandall (Nazareth College), Dr Luigi Belmonte, Dr Waleed Abdel-Qader

Project name: IT course innovation: gile revamp and refresh
Project description: The new BIT and MIT courses were redesigned to include recent advancements and trends in information technology such as artificial intelligence, blockchain, big data, internet of things, cybersecurity, game design, data science and data analytics. The courses have also developed with consultation of industry partners and the Australian Computer Society to ensure they target and meet the most demanding skills in the Australian IT job market.
Names: Dr Haifeng Shen, Dr Kewen Liao, Dr Kamanashis Biswas, Dr Mehdi Rajaeian, Dr Theodor Wyeld

Project name: Technology innovation for assessment moderation
javascript:void(0); Project description: LEO Moderation Platform has been used to overcome the challenges of the moderation process when it involves many tutors and/or runs across campuses. This involved the innovative use of the Moodle feedback tool to record marks, grades and comments from tutors before the session, and display the grades graphically.
Names: Dr Thuy-Linh Nguyen

Project name: Agents of change innovation
Project description: For outstanding contributions as participative agents of change and creating a shared vision of quality learning and teaching that influence, motivate and inspire students to learn through discipline teams, fostering staff buy-in and continuous improvements through ongoing feedback and review. As the change agent, the discipline leaders mentor the discipline members to depart from textbook-based teaching methods and apply new education technologies, sources, live cases, and simulation-based activities to make the learning journey appealing and useful for students.
Names: Dr Hormoz Ahmadi, Dr Haifeng Shen, Dr Nasir Butrous, Dr Md Akhtaruzzaman

Project name: Discreet Peer Observation of Teaching (DPORT)
Project description: The innovation in this project revolved around the use of human-centred design thinking approach to solving problems for enhancing the teaching quality in the PFBS. This proved to be an alternative for PORT which is often perceived as intrusive and intimidating for teaching staff.
Names: Dr Jade Mckay

Project name: Automation of peer review
Project description: Faculty of Law and Business started a new peer review process for enhancing the assignment quality within the PFBS. The innovation was around using a web tool known as REDCap (Research Electronic data capture) to automate the process. 
Name: Ms Adeline Mendez

Project name: Engaging with disengaged
Project description: A collaborative and personal approach where a dedicated faculty team reached out to the disengaged ‘foundation year’ students. The sympathetic conversation with the disengaged student centred around empathy and active listening; with the introductory aim of supporting student confidence and self-efficacy.
Names: Ms Maxine Bradshaw, Mr Dominic Bakalis, Dr Andrew Papadimos

Project name: Back on Track (BoT)
Project description: BoT assessment was implemented as a retention strategy tool to enhance the student learning experience. A survey on the effectiveness of the BoT initiative has received strong acclamation from students.
Name: Dr Md Akhtaruzzaman

Project name: Technology enhanced assessment (flipped feedback): CATME
Project description: The PFBS is using an innovative tool called the Comprehensive Assessment of Team-Member Effectiveness (CATME) to facilitate better experiences for students and provide them with the opportunity to experience an authentic virtual team environment widely used in business.
Names: Dr Limin Fu, Ms Maree Valle

Project name: Second chance assessment
Project description: Second chance assessment innovation is a retention strategy that allows students who fail a particular assessment task within predetermined mark range (eg 40 – 49) to reattempt the task with the aim to pass it. For BUSN111 Semester 1 2020, it was generally appreciated by students although only a small number actually undertook the offer, which all resulted in passes.
Names: Dr Thuy-Linh Nguyen, Dr Mehdi Rajaeian

Project name: Executive Dean’s award for innovation in assessment practices
Project Description: This industry-based assessment design project entailed engagement by an industry panel of 12 senior executives from leading organisations such as AMP, CBA, Dell, NAB, Microsoft, and Svitzer to provide feedback to students on one of the authentic formative assessment tasks – Social Responsible Investment (SRI) and Conventional (Non-SRI) Investment.
Name: Dr Md Akhtaruzzaman

Project name: Innovative learning and teaching project initiative
Names: Dr Hormoz Ahmadi, Dr Md Akhtaruzzaman

Dr Sugumar Mariappanadar

Award was bestowed on the basis of extensive press/media coverage, including interviews with e.g. The New Daily, ABC Radio – Life Matters and In the Black (CPA magazine), discussing the implications of his book Sustainable Human Resource Management: Strategies, Practices and Challenges.

Dr Dominic Katter

Award was bestowed on the basis of evidence of sharing research information with end users, including the Judiciary and practitioners, the Chief Justice of the Solomon Islands, the Honourable G. Williams AO (former Justice of Appeal), and the High Commissioner of the New Zealand.

Dr Hormoz Ahmadi

Award was bestowed on the basis of research implications presented to and discussed with entrepreneurs, educators, business academics, senior managers from different industries, North Sydney City council, NSW State Committee, and high-tech companies such as CYSCO.

Dr Syed Muhammad Fazal-e-Hasan

Award was bestowed on the basis of research implementations to improve the wellbeing of vulnerable communities, specifically migrants and asylum seekers from South Asia. Research-led workshops were conducted across several Australian cities (e.g. Canberra, Hobart, etc.).