Kim Flintoff

This topic follows MOOCs as an ecosystem: platform business models, university strategy, certificates, course offerings and the long afterlife of the original MOOC boom. It shows Kim’s interest in open and scalable learning as both opportunity and market shift.

Here the focus is the craft and credibility of university teaching: standards, peer review, first-year learning, grade inflation, group work, AI and student engagement. It is higher education seen from the inside, where design choices shape legitimacy.

This active topic examines the collision between AI and assessment. It follows cheating, detection software, oral exams, authentic assessment, misconduct anxiety and institutional policy with a clear interest in reform over panic.

This topic maps AI in education as a governance problem. The emphasis falls on faculty roles, writing, assessment, libraries, marking, student use and the institutional consequences of adopting AI too quickly or too casually.

Open Educational Resources appear as more than free textbooks. Kim follows adoption, cost reduction, open images and archives, courseware, student agency and the institutional work needed to make openness sustainable.

Despite its title, the topic now concentrates on phone bans, device-free time, distraction, wellbeing and the evidence around classroom mobile use. It treats mobile learning through the hard question of when phones help and when they get in the way.

This small active topic is tightly local, pointing to Western Australian innovation calendars, ecosystem resources, entrepreneurship methods and circular-economy networks. It frames entrepreneurial education as contact with real communities and opportunities.

This dormant topic followed XR, AR and VR as practical education infrastructure rather than novelty. It covered virtual labs, medical training, classroom planning, headset platforms and the gap between pilots and full-scale adoption.

This dormant topic followed games, gaming and gamification as learning systems. It covered game-based learning, esports, Minecraft, empathy games, inclusion, culture and the educational value of play.

This dormant topic linked sustainability to futures thinking. It followed climate risk, renewable energy, smart cities, future work and education for adaptation, especially through an Australian lens.

This dormant topic followed Indigenous education in Australia through policy, language, STEM, history, higher education access and social justice. It framed education as inseparable from culture, sovereignty and repair.