As generative AI continues to evolve, engineering education faces both pressure and opportunity to adapt in ways that enhance learning and engagement. This study investigated the use of a custom-designed GPT as an experiential learning tool within a postgraduate engineering risk management course, comparing its impact on student engagement and learning experience with traditional research methods and interaction with a subject matter expert (SME). Using an experimental design, 105 students were randomly assigned to one of three cohorts to complete a real-world risk management assessment, with data analysed through a mixed-methods approach. The findings showed that while SME interaction delivered the highest perceived value, the GPT enabled strong engagement and accessibility, and traditional research supported deeper autonomous learning. Overall, the results suggest that GPTs, when thoughtfully integrated alongside expert and conventional approaches, offer a scalable way to enrich experiential learning and support the application of complex engineering concepts in authentic contexts.

The ‘improvement pledge’ system in ‘ENGGEN 736: Research Implementation and Dissemination’ aims to improve student engagement and involve them in the assessment process, particularly in developing advanced presentation skills. By setting their own criteria for improvement, students critically evaluate and enhance their presentation skills, aligning their learning with professional development needs. It transforms a traditional assessment into an interactive, reflective, and student-centred experience. The impact on student learning has been significant, with students appreciating the self-assessment opportunity and demonstrating heightened engagement and enthusiasm.

The workshop explored the different modes of teaching and learning in higher education and recognised their successes and challenges. Participants engage in interactive exercises and discussions to deepen their understanding of facilitating relational learning and technology-enhanced learning. By the end of the workshop, participants will have gained valuable insights into the various delivery modes and equipped themselves with tools and strategies to enhance their teaching practices.

It was exciting sharing my thoughts on one of my favourite blockchain projects, Monax, on Anthony's Blockchain Won't Save the World Podcast. Along with Troy and Mina, it was great to represent kiwi students working on blockchain-related projects.