Pre-Conference Workshops

Five pre-conference workshops will be offered concurrently in the morning and afternoon of AnfI Pre-conference Day (3 November 2026). They require registration and will incur a fee (see Registration). To register, choose the workshops you would like to attend when you complete your conference registration.

Workshop 1: Enhancing Students’ Skills of Evaluative Judgement

The ability of students being able to judge their own work and that of others has been well established as a necessary skill of all graduates. However, the implications of what this involves students doing in their courses have still to be worked through. Many existing assessment practices inadvertently foster dependence of students on teachers, inhibit them making their own judgements, and do not encourage students to take responsibility for themselves. In the era of generative AI, the ability of students to make evaluative judgements about the prompts they make and the outputs they get from AI is vital.

The workshop will focus on what is meant by developing students’ evaluative judgement, what is involved in embedding these ideas into courses and how we can judge whether we have been successful in doing so. It will explore the role of feedback and peer assessment in such work. It is expected that participants will have started to think about the implications of developing students’ evaluative judgement for their own teaching and have identified issues that need to be addressed in building these processes into their courses.

Facilitated by:

AnfI 2026 Keynote Speaker

Professor David Boud

Deakin Distinguished Professor & Foundation Director of the Centre for Research in Assessment and Digital Learning (CRADLE), Deakin University, Australia

Emeritus Professor, Faculty of Design and Society, University of Technology Sydney

Workshop 2: Designing Learning Tasks that Still Require Thinking: How to Foster Critical Thinking in AI-mediated Adult Learning

The increasing availability of generative AI is transforming adult and higher education into AI-mediated learning environments, where learners can continuously access AI tools to support, shortcut or reshape their learning processes. In such contexts, learners act as increasingly self-directed agents who integrate AI into their practices beyond instructional control. While critical thinking is widely emphasised as a key competence in these environments, a more fundamental question remains underexplored: do our learning tasks still require critical thinking when AI is readily available? This hands-on workshop shifts the focus from promoting critical thinking as a competence to designing learning tasks that make it necessary. Drawing on research that conceptualises critical thinking as an interplay of domain knowledge, epistemic understanding, reasoning processes and dispositions, the workshop highlights how many common learning tasks no longer activate these components once AI tools are used, thereby weakening the conditions under which critical thinking can emerge. Participants will analyse and redesign their own tasks to ensure that key processes such as interpretation, decision-making and justification remain essential, also when AI is used. By the end of the workshop, participants will have developed at least one redesigned learning activity that remains meaningful and intellectually engaging in AI-mediated environments.

Facilitated by:

Isabell Grundschober

Isabell Grundschober is a Senior Researcher and Lecturer at the University for Continuing Education Krems, Austria. She specializes in lifelong learning as well as technology-enhanced education, focusing on innovative teaching methods in adult education and work-integrated learning. Isabell has led multiple interdisciplinary research projects and has a strong commitment to developing educational programs that address key societal and economic challenges, including digital transformation and climate change.
Website: isabellgru.eu
Linkedin: https://www.linkedin.com/in/isabellgru/

Patrick Pallhuber

Patrick Pallhuber works at the University College of Teacher Education Tyrol (Pädagogische Hochschule Tirol, Austria) and is engaged in teaching, higher education development, and research at the intersection of digital transformation, teacher education, and artificial intelligence in education. His work focuses on how educational institutions and educators can respond to profound technological change in reflective, pedagogically grounded, and future-oriented ways.

Workshop 3: AI-Enabled Learning and Teaching for Adult Learners – Insights from SIG-AILTA

This workshop explores how artificial intelligence (AI) is reshaping teaching and learning for adult learners, and what this means for instructors, trainers, course developers and learning designers. Drawing on insights and examples from the Special Interest Group on AI & Learning, Teaching and Assessment (SIG-AILTA), this workshop will examine not only the practical applications of AI, but also how teaching and learning may need to be redefined in response to new possibilities and challenges. The session will cover selected use cases in adult learning contexts, such as lesson and activity design, content adaptation, assessment and feedback, as well as support for teaching and learning reflection. The session will also include discussion on key ethical issues such as bias, transparency and responsible use in teaching and learning. Through guided hands-on activities, participants will develop practical strategies that can be directly applied or adapted in their own context.

Facilitated by:

Dr Lye Che Yee, Associate Professor Ivy Chia, Associate Professor Jimmy Wong, Associate Professor Marcus Lee, Associate Professor Wang Yue, Dr Grandee Lee & Dr Tristan Lim

Chair & Co-Chairs, SIG-AILTA, Singapore University of Social Sciences

The SIG-AILTA core team comprises a multidisciplinary group of faculty and professionals committed to advancing conversations on generative AI in learning, teaching, and assessment. Drawing on expertise in education, business and marketing, STEM, and social sciences, the team fosters ethical dialogue on the opportunities and challenges of AI in learning, teaching and assessment. Through scholarship, practice and professional engagement, they aim to promote the sharing of timely knowledge, critical perspectives, and innovative approaches to AI use in the higher educational contexts.

https://sigailta.com

Workshop 4: Assessing What Matters: Designing Assessment for Experiential Learning in the AI Era

As artificial intelligence reshapes how knowledge is accessed, produced, and evaluated, the role of assessment in education must be fundamentally reconsidered. Traditional assessment methods, largely focused on content recall and standardised outputs are increasingly insufficient for capturing the complex, transferable skills developed through experiential learning. This interactive workshop explores how educators can design meaningful assessment practices that foreground holistic competencies. Experiential learning environments, such as internships, community projects, and interdisciplinary collaborations enable students to develop critical abilities including problem-solving, adaptability, collaboration, and reflective thinking. However, assessing these outcomes remains one of the most pressing challenges in contemporary education. Participants will be introduced to practical frameworks and strategies for assessing experiential learning. The workshop will also address emerging challenges in the AI era, such as academic integrity, the role of AI in student work, and how assessment can promote evaluative judgement rather than dependency on technological tools. Through case examples and guided activities, participants will design or refine assessment approaches aligned with their own contexts. The session emphasises assessment not merely as a tool for measurement, but as a driver of learning, supporting students in making sense of their experiences and developing lifelong competencies. By the end of the workshop, participants will be equipped with actionable strategies to assess what truly matters in experiential learning, ensuring that education remains relevant, human-centred, and future-ready.

Facilitated by:

AnfI 2026 Keynote Speaker

Professor Cecilia Chan

Founding Director, Teaching and Learning Innovation Centre (TALIC) & Professor, Faculty of Education, The University of Hong Kong

Workshop 5: CET and Employability: Designing Programmes and Analysing Outcomes

The workshop is structured around three interrelated components. It first draws on practice‑based experience from the SUSS Logistics & Supply Chain Management (SCM) Programme to illustrate curriculum design approaches that integrate industry engagement, applied learning, and skills relevance. These programme experiences are then situated within a discussion of key challenges facing Singapore’s Logistics & SCM industry, including digitalisation, workforce transformation, and evolving skills expectations. Finally, the workshop discusses empirical insights from some studies on the topic of skills development and training that were conducted in collaboration with selected international organisations representing workers’ issues, highlighting employment outcomes and skills gaps.

Facilitated by:

Associate Professor Tan Yan Weng, Associate Professor Randolph Tan & the NICE team

A/P Tan Yan Weng is Head of the Logistics and Supply Chain Management Programme at the School of Business, Singapore University of Social Sciences (SUSS). He works with the Singapore Logistics Association (SLA) and Singapore Economic Development Board (EDB) to curate and develop degree programmes that strengthen industry capabilities. His current research interests include employment and skills as well as workplace safety and health in the logistics sector.

A/P Randolph Tan currently serves as the Director of the Node for Impactful Continuing Education (NICE) at Singapore University of Social Sciences (SUSS). His research interest lies in applied labour market research, changing demands in skills and the acquisition of in-demand skills to facilitate workers’ transition to adjacent higher-skilled roles.