Presentation Summary
This presentation explores the early-stage implementation of Blackboard Ultra’s AI Conversations at Bond University, highlighting their emerging role in supporting student-centric learning experiences. Specifically, it introduces two conversational approaches—Socratic Questioning and Role Play—that aim to foster students’ critical thinking, problem-solving abilities, and reflective learning practices.
Participants will learn about initial efforts to customise AI personas with distinct traits and response complexities, designed to engage students interactively. Real-world examples from various academic disciplines will illustrate scenarios such as ethical dilemma discussions, historical event simulations, and workplace conflict role plays. These case studies demonstrate how early adoption of AI Conversations can effectively stimulate student engagement, critical reflection, and active learning.
Central to the early implementation at Bond University is the development of structured feedback mechanisms, designed to ensure AI Conversations align with intended learner outcomes and ethical guidelines. Reflection exercises embedded within these activities encourage students to critically evaluate AI-generated responses, thereby enhancing both their learning experience and their evolving digital literacy. By explicitly addressing the potential for AI biases and inaccuracies, these reflection opportunities also support responsible and informed use of AI tools.
The presentation will also highlight lecturers’ interactions with these AI tools as learners themselves within Bond University's "Generative AI for Teaching and Learning" course. Ethical considerations, transparency, and the ongoing evolution of AI literacy among both students and educators will be discussed, including strategies for clear communication about AI involvement in learning activities and iterative refinement based on feedback loops involving students and educators.
This session offers insights into how early-stage, thoughtful integration of generative AI can begin to meaningfully empower student agency and enhance educational outcomes. Attendees will gain an understanding of practical approaches and challenges encountered in the initial phases of AI implementation, and how such experiences contribute to the broader goal of fostering AI literacy within the higher education community.
Meet the Speaker
Serge Komadina
Learning and Teaching Developer, Bond University
Serge Komadina is an instructional designer and educational technologist at Bond University, specialising in the integration of generative AI tools in teaching, learning, and assessment. Serge’s work centres on practical applications of Generative AI, and innovative pedagogical frameworks that foster ethical, inclusive, and engaging learning experiences. A key contributor to institutional strategies for responsible AI implementation, Serge supports educators through structured professional development and reflective practices. With expertise in adaptive assessment design, AI-driven learner engagement, and ethical governance of technology-enhanced learning, Serge regularly facilitates workshops and courses that empower academic staff to effectively navigate the evolving AI landscape. His recent projects focus on transformative practices that leverage generative AI to enhance student outcomes and educator efficiency.
