Optimising Student Preparedness through TEL Pedagogies

Actionable Insights for Scalable and Cross-Disciplinary Collaboration

Abstract

This paper explores the implementation of Technology-Enhanced Learning pedagogies across four schools through scalable and cross-disciplinary collaboration at a Western Australian university. Using innovative support initiatives, co-created with academic and professional staff and students, our resources focus on bridging gaps in essential academic and digital literacies and fostering student agency and self-regulation. Grounded in transition pedagogy and adaptive learning, these initiatives enhance preparedness and inclusivity for a diverse cohort of students. We seek to address the lack of student perspectives on generative AI (GenAI) tools available to date, sharing recent data that reveals students' lack of confidence in using GenAI for learning and assessments. This paper explores GenAI’s role in shaping educational practice and provides recommendations to improve its integration. These insights will potentially complement the whole-of-institution curriculum transformation initiative at our university, emphasising the importance of feedback literacy and self-regulated learning in an evolving educational landscape. Our initiatives promote self-regulated and co-regulated learning, to enable students and staff to collaboratively improve the learning process and outcomes. Finally, this paper discusses the challenges encountered, offering actionable insights for institutions aiming to enhance student preparedness through collaboration.