What is happening?
The Lead through Learning - AI Tools and Technologies project commenced in March 2026 to address Lead through Learning Goal 4.5 to 'strengthen the platforms, systems and tools available to enable the appropriate use of artificial intelligence in teaching and learning while maintaining secure and valid assessment'. Lead Through Learning is the whole-of-University strategic response to AI. The AI Tools and Technologies project will be achieved in two streams.
Stream 1 - Assessment Platforms pilots
Stream 1 will address the most pressing gaps in assessment platforms given the rapid rise of artificial intelligence in education. Stream 1 aims to run pilots largely in Semester 2 - 2026 to prepare for systems to be widely available for 2027. This project page is focussed on Stream 1.
Secure assessment software pilots S2 2026 - Expression of Interest
Course coordinators are invited to complete the Expression of Interest form, open from 20 May to 5 June, if they are interested in participating in one of the S2 2026 secure assessment software pilots listed below. Please discuss your nomination with your School Director of Teaching and Learning. Course coordinators will be provided dedicated support to design and implement assessments using the pilot software.
A limited number of courses will be selected with a focus on maximising learning value, with priority given to strong assessment use cases, readiness to participate in evaluation, and alignment with strategic priorities. Faculty ADAs will be consulted on shortlisted selections, ensuring representation across all faculties and a diversity of assessment types and course contexts.
Additional extended pilots are expected to run in Semester 1 2027 should initial pilots prove positive. Courses that cannot be included in the Semester 2 2026 pilots will automatically be waitlisted for consideration in later pilots, which will place greater emphasis on scale and diversity. The intention is also to move beyond early adopters and include at least one Course Coordinator who is less confident using educational technology.
Oral assessment pilots
- Echo360 Go-React (Oral assessment management)
A video assessment platform which includes functionality for the following use cases:- Formative video assessment tasks where students upload or record videos in the system and receive AI-generated feedback based on a course coordinator set criteria.
- Interactive orals recording and marking (live), in-person orals, online synchronous orals and online asynchronous orals.
- Recording and marking of individual and group presentations.
- Microsoft Course Bookings (Oral assessment management) Microsoft Bookings for Courses project page.
Course bookings allows students to book assessment appointments for themselves or their group with course teaching staff. Course staff can set up appointment slots and date ranges. Students can manage bookings i.e. cancel and reschedule.
Long-form assessment pilots
- Microsoft Teams for Courses Microsoft Teams for Group Assessment project page.
Piloting the use of Microsoft Teams as a tool for enhancing and evaluating student collaboration in group settings. - Turnitin Clarity (Process based long-form individual assessment integrity)
Clarity is a Turnitin add-on that provides visibility into the student writing process. It helps students use AI tools ethically by applying course coordinator-defined guidelines. Clarity provides a centralised view of student writing data within Turnitin, supporting academic integrity review. It also offers timely, personalised formative feedback to help students develop critical thinking skills and improve the quality of their writing. - Turnitin 'Multi-part assignment functionality (Process-based long-form individual assessment integrity)
Piloting a new Turnitin functionality that allows the submission and optional marking of up to 5 assignment components with different due dates. This functionality could be used for multiple assignment drafts or for an assignment divided into multiple scaffolded parts. - CADMUS (Process-based long-form individual assessment integrity)
An online assessment platform that allows teaching staff to monitor the student learning process by tracking drafting, editing and engagement metrics for individual and group assignments. Provides visibility into student progression over time rather than just evaluating the final submission, the platform has the potential to assist educators with creating an environment that safeguards assessment security and educates students on effective and responsible AI use. - Studiosity (Process-based long-form individual assessment integrity)
Studiosity allows students to upload draft assessments for AI-generated formative feedback, based on criteria set by the course coordinator. The functionality is designed to protect students’ agency over their own writing by providing feedback rather than rewriting tools, and does not include options such as ‘change my voice’ or ‘accept all’.
Exam security pilots
- Inspera Live Proctoring (Secure remote exams for external students)
Piloting software to facilitate the live proctoring of Inspera exams off campus for external courses. View Inspera Live Proctoring (video, 3m 23s) by Inspera - Inspera Integrity Browser (IIB) (Digital exam security)
Piloting a secure browser alternative to Safe Exam Browser (SEB) which is currently used for on-campus Inspera exams. - Inspera on UQ managed devices (UMD) (Digital exam security)
Piloting the use of UQ-managed devices (UMD) to improve security rather than students using their own devices (BYOD) for on-campus Inspera exams.
Stream 2 - AI technology needs analysis
Stream 2 aims to engage with the UQ teaching community to capture requirements, gaps, risks and approaches on AI tools and technology in teaching and learning. For more information refer to the AI Tools and Technologies Stream 2 - Needs Analysis project page.
Stream 1 - Timeline
| Phase | Period | Activity | Status |
|---|---|---|---|
| Gap Analysis | March 2026 | This phase consolidates insights from key stakeholders including DVC(A), PVC(ESE), faculty representatives, DLSC, Examinations and ITaLI on centrally supported platforms, faculty‑led proof‑of‑concepts, and stakeholder input to identify priority gaps, overlaps and opportunities for assessment in response to student access to AI. Particular attention is given to immediate pressure points. Gaps are confirmed by PVC (Education and Student Experience) | Endorsed by PVC, DVC |
| Pilot Options Scan and Pilot Proposals | April 2026 | Preparation of report presenting options and proposals to fill the gaps identified in Stream 1. Based on the outcomes of the gap analysis, environment scans are conducted to identify candidate systems. Recommendations are made for platforms to pilot, along with pilot plans for each recommendation covering costs and resourcing. A decision is made by PVC (Education and Student Experience) on which pilots to fund and proceed. | PVC has strongly supported. Finalising selections. |
| Pilot Preparation | May-June 2026 | Approved pilots enter a preparation phase focused on readiness for delivery. This includes confirming scope, participants and governance arrangements; establishing evaluation measures; aligning support and training resources; and ensuring technical, policy and integration considerations are addressed. | Commenced where possible. |
| Pilots | Semester 2 - 2026 | Pilots are largely conducted during Semester 2, 2026, with involvement from selected faculties and schools. During this phase, tools and platforms are tested in authentic teaching and assessment contexts, with ongoing support and structured evaluation. Findings from the pilots inform decisions about suitability, scalability and sustainability of each solution. | |
| Evaluations and Recommendations | Nov 2026 | Report on results of pilots with costs and recommendations for making systems widely available starting in S1-2027 | |
| Deployment | Ready for Semester 1 2027 | Procure licencing agreements and prepare support and communications for new systems. Selected tools and platforms are prepared for broader rollout in Semester 1, 2027. This includes finalising recommendations for central support, onboarding processes, guidance materials and support models. The aim is to ensure that approved solutions are embedded, supported and ready to be adopted at scale across the University. |
Stream 1 - Preliminary Gaps Identified
Gap | Description |
Process-based long-form assessment integrity | Platforms for process-based assessment as opposed to product-based assessment i.e. to track incremental progress in student development of long-form assessment (e.g. Cadmus) to mitigate the use of AI. |
Oral assessment | Tools to manage and record sessions, provide feedback, grade, and manage bookings. |
Digital exams expansion | Scaling of physical rooms, invigilators, and Wi-Fi capacity beyond the current level of 10% of central exams. |
Digital exams security | Solution to increase the security of current BYOD digital exams. |
Secure remote exams | Remote proctoring solution for courses that require examinations for students interstate or overseas. |
MKM & InPlace placement system | HMBS would like expanded access to the MKM & InPlace student placement competency tracking systems. |
Work Integrated Learning Technologies | Review of all technologies related to workplace-based learning (e.g. MKM, InPlace, ePortfolio) |
Support for existing digital assessment platforms | Faculties have indicated current limited levels of central support available for adoption of existing digital assessment platforms is leading to sub-optimal outcomes and have asked for additional central support. |
Stream 1 Assessment Platform pilot options (under consideration)
Oral assessment pilots
| Platform | Gap | Pilot Timeline | Pilot lead | Status | Project page |
|---|---|---|---|---|---|
Echo360 Go-React | Efficient oral assessment management | S2 2026 | Nathan La Burniy - ITaLI eLearning Team | Approved. Expression of Interest for S2 pilot courses in progress. | |
| Microsoft Course Bookings | Oral assessment booking | S1 -S2 2026 | Tanya Tabolkina - ITaLI eLearning Team | Running Expression of Interest for S2 pilot courses in progress. | Microsoft Bookings for Courses |
| Bongo | Efficient oral assessment management | S1 -2026 | UQ Business School | Running in S1-2026 |
Long-form assessment pilots
| Platform | Gap | Pilot Timeline | Pilot lead | Status | Project page |
|---|---|---|---|---|---|
| Microsoft Teams | Process-based long-form assessment integrity (group assessment) | S1 & S2 2026 | Huong Nguyen - ITaLI eLearning Team | Running in S1-2026 Expression of Interest for S2 pilot courses in progress. | |
| Turnitin Clarity | Process-based long-form assessment integrity (individual) | S2 2026 | Ailsa Dickie - ITaLI eLearning Team | Expression of Interest for S2 pilot courses in progress. | |
| Turnitin 'Multi-part assignment' functionality | Process-based long-form assessment integrity (individual) | S2 2026 | Huong Nguyen - ITaLI eLearning Team | Pending vendor functionality release in July Expression of Interest for S2 pilot courses in progress. | |
| CADMUS | Process-based long-form assessment integrity (individual) | S1 & S2 2026 | Daniel Goninon ITS | Running in S1-2026 | |
| Studiosity | Process-based long-form assessment integrity (individual) | S2 2026 | Huong Nguyen - ITaLI eLearning Team | Expression of Interest for S2 pilot courses in progress. |
Exam security pilots
| Platform | Gap | Pilot Timeline | Pilot lead | Status | Project page |
|---|---|---|---|---|---|
| Inspera Live Proctoring | Secure remote exams for external students | S2 2026 | Lucinda Ramsay - ITaLI eLearning Team | Approved. Expression of Interest for S2 pilot courses in progress. | |
| Inspera on University managed devices (UMD) | Digital exams security | S2 2026 | Lucinda Ramsay - ITaLI eLearning Team | Approved. | |
| IIB (Inspera Integrity Browser) | Digital exams security | S1 & S2 2026 | Agnes Kil and Natasha Indic - Examinations | Running Examinations will approach Schools for S2 |
Other
| Platform | Gap | Pilot Timeline | Lead | Status | Project page |
|---|---|---|---|---|---|
| MKM (My Knowledge Map) & InPlace placement system | Systems expansion | S2 2026 | Michael Richards - ITaLI eLearnig Team | Proceeding BAU | |
| risr OSCE system | Systems expansion | S1 2027 | Rachel Dowe HMBS Learning Designer | Proceeding BAU | |
| Work Integrated Learning Technologies | Systems review | S1 2027 | TBA | Pending approval | |
| Increased support for faculty adoption of secure assessment platforms | Support for existing digital assessment platforms | S1 2027 | TBA | Under consideration |
Consultations
Input for Stream 1, the most pressing gaps, was sought from the following stakeholders:
- Elearning Operational Forum 10 March 2026
- Faculty Learning Designer Leads
- Library
- ITS
- Directors of Teaching and Learning meeting 17 March 2026
- School Directors of Teaching and Learning
- Faculty Associate Deans (Academic)
- Student Registrar
- ITaLI Higher Education Academics
- ITaLI Strategic Lead (Assessment Transformation)
- Senior Manager, Teaching and Learning
- Digital Learning Sub Committee 18 March 2026
- Library
- ITS
- Faculty Representatives
- Director ITaLI
- Director, Student Enrichment and Success
- Learning Design Community – eLearning Update consult 26 March 2026
- Pro-Vice-Chancellor (Education and Student Experience)
- Director, Higher Education Technologies • Information Technology Services 20 April 2026
- Manager, Examinations and Timetable Services - meeting 14 May 2026
- Assessment Transformation Team 29 April 2026
- Assessment Sub Committee meeting 4 June 2026
Contact
For Stream 1 - Semester 2 2026 urgent gaps and pilots (above) - please contact projects@elearning.uq.edu.au
For Stream 2 - In-depth requirements please refer to the AI Tools and Technologies Stream 2 - Needs Analysis project page.