Sandris Zeivots
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sandrisz.bsky.social
Sandris Zeivots
@sandrisz.bsky.social
180 followers 750 following 18 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
New publication🎊! Co-design with #Generative #Artificial #Intelligence is reshaping higher education designs and futures.

Our new article shares 11 cases from 9 countries showing how educators & researchers co-design with GenAI in practice.

Full article: doi.org/10.1007/s424... (it's open access)
Title: Reshaping Higher Education Designs and Futures: Postdigital Co-design with Generative Artificial Intelligence Published in Postdigital Science and Education Authors: Sandris Zeivots, Alison Casey, Tiffany Winchester, Jack Webster, Xin Wang, Linus Tan, Wina Smeenk, Frank P. Schulte, Antonia Scholkmann, Belinda Paulovich, Diego Muñoz, Joanne Mignone, Lilia Mantai, Stefan Hrastinski, Rebecca Godwin, Olov Engwall, Henrik Dindas, Marieke van Dijk, Laura Ann Chubb, Chrysi Rapanta, Jimmy Jaldemark & Sarah Hayes Abstract: This article examines how collaborative design practices in higher education are reshaped through postdigital entanglement with generative artificial intelligence (GenAI). We collectively explore how co-design, an inclusive, iterative, and relational approach to educational design and transformation, expands in meaning, practice, and ontology when GenAI is approached as a collaborator. The article brings together 19 authors and three open reviewers to engage with postdigital inquiry, structured in three parts: (1) a review of literature on co-design, GenAI, and postdigital theory; (2) 11 situated contributions from educators, researchers, and designers worldwide, each offering practice-based accounts of co-design with GenAI; and (3) an explorative discussion of implications for higher education designs and futures. Across these sections, we show how GenAI unsettles assumptions of collaboration, knowing, and agency, foregrounding co-design as a site of ongoing material, ethical, and epistemic negotiation. We argue that postdigital co-design with GenAI reframes educational design as a collective practice of imagining, contesting, and shaping futures that extend beyond human knowing.
November 16, 2025 at 10:55 PM
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
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
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
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
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
🚀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