Exploring Practical AI Tools for Research at DWU

Note: Reposting this article I wrote on our internal sharepoint for a wider reach and audience. 

Recently, I was invited by DWU President, Professor Fr Philip Gibbs to speak with learners undertaking the Master of Research Methodology unit. The focus of my session was simple: how artificial intelligence can be used in small yet meaningful ways to support research, particularly for learners including myself navigating the research process particularly when it comes to locating resources.

My presentation, “Utilizing AI Tools to Access Sources for Research in PNG”, was not intended to be a formal lecture on AI or advanced research methods. Instead, I wanted to share practical approaches with the help of AI that learners and emerging researchers can begin using immediately to improve how they locate, access, and engage with research materials.

One of the realities I highlighted during the session is that conducting research in PNG can often be challenging. Access to scholarly materials may be limited, expensive due to journal paywalls, or spread across multiple platforms that many learners are unaware of. Because of this, many learners rely heavily on Google searches or lecture notes without fully exploring the range of academic resources available to them. 

I encouraged learners to think of research as an ecosystem that includes both Pacific-focused and global research repositories. Some of the platforms highlighted included the Pacific Islands Legal Information Institute (PacLII), Pacific Data Hub, SPC Data & Reports, PNG National Research Institute, and our own DWU Library OPAC. These repositories contain valuable regional reports, policy papers, datasets, and academic work that are highly relevant to the PNG and Pacific context.

I also highlighted global open-access platforms such as Google Scholar (which many of you are aware of), Directory of Open Access Journals, PubMed, and CORE (the world's largest collection of open access research papers). Open access means these peer-reviewed papers and articles do not hide behind a paywall, they're free to access and download.

 

The key message being that effective research is not simply about finding information quickly, but about locating credible, relevant, and research-quality sources efficiently.

A significant part of the session focused on one way AI tools can assist academic researchers. I demonstrated how AI can help reduce the time spent scanning lengthy articles, summarize findings from peer-reviewed studies, assist with interpreting complex information, and support the discovery of publicly accessible research papers.

At the same time, I stressed the importance of being cautious and responsible when using AI. AI tools are helpful assistants, but they should not replace critical thinking, proper source evaluation, or academic integrity. As researchers and academics, we still need to verify information and carefully review the sources being recommended.

To help learners use AI more effectively, I introduced a simple prompting model I use called the RICE framework which I adopted from AACU. 

• Role - Give AI a role
• Instruction - Then give it the instruction
• Context - Let it know about the specific context
• Expectation - Tell it how you expect it to respond

Here is an example of how you can adapt it to your research needs. (This prompting style can in fact be used for different tasks as well. Give it a try.)

Using this framework, learners can structure clearer and more purposeful prompts when engaging with AI chatbots and systems. During the session, we practiced this well-designed prompt asking various AI chatbots like ChatGPT, Microsoft Copilot, and Google Gemini, to summarize peer-reviewed studies within a PNG or developing-country context while also recommending credible sources for further reading.

All of this is done with the understanding that AI can make mistakes and that you are required to analyze, cross-check, and apply your own academic judgement. Also noting that these various AI tools do have a limit on the free accounts to the number of tokens they take up for specific tasks and deep research or analysis may require paid subscriptions.

During the session, particular attention was given to Consensus, an AI-powered academic search engine designed specifically for peer-reviewed research literature. You can use Consensus for free. The free tier allows you to perform basic quick searches and get peer-reviewed abstract summaries. While premium "Pro" features (like unlimited searches and deep analysis) require a paid subscription, the free version remains a robust tool for exploring academic literature.

What it does:

• Searches peer-reviewed research papers
• Summarizes findings
• Shows evidence-backed answers
• Reduces time spent scanning papers

A screen clip of the same example task with the prompt done inside Consensus.

Ultimately, my goal for the session was not to position AI as the answer to every research challenge, but to encourage learners to see it as a practical support tool that can enhance their learning and research workflow when used responsibly.

As AI continues to shape the future of education and research, developing AI literacy alongside digital literacy is becoming increasingly important for both learners and educators at Divine Word University.

Are we using Moodle to just upload notes or are we redesigning learning experiences?

(Note: I posted this initially in our internal SharePoint site for the DWU staff but I thought it would be worth sharing this for the wider academia into blended and online learning in PNG higher education)

After a year or two of teaching with Moodle, it helps to reflect on your teaching strategy with Moodle.
Is it having an impact on the learning outcomes or have you been using Moodle the same way since you started. As you begin the semester, reflect on your pedagogical approach and ask what sort of learning environment or experience you are creating for your learners online in Moodle.

Introducing the Technology Integration Matrix (TIM)

Let me introduce you to the Technology Integration Matrix (TIM), a matrix developed by the Florida Center for Instructional Technology at the University of South Florida, College of Education. A matrix that I first spoke about in 2021 that I would like to bring up again to stir the conversation around learning experience design in Moodle. Instead of focusing only on tools or abstract conversations about technology, I’d rather we begin with a framework. This framework serves as a guide in describing and targeting the use of technology to enhance learning.

Understanding the Matrix

The TIM incorporates five interdependent characteristics of meaningful learning environments: active, collaborative, constructive, authentic, and goal-directed. These characteristics are associated with five levels of technology integration: entry, adoption, adaptation, infusion, and transformation. Together, the five characteristics of meaningful learning environments and five levels of integration create a matrix of 25 cells, as illustrated in this image.

Technology Does Not Automatically Mean Learning

Technology use does not automatically mean meaningful learning, in fact one study even concluded that irresponsible use of these digital devices negatively impacts learning and students’ performance in class. Whilst the use here may be referencing the students, the same can be said for teachers. Our poor, limited use or perhaps even overuse of the technology may negatively affect learning.

A Practical Example: Project-Based Learning

Here is an example from a unit with project-based learning (this is applicable to any unit with project-based learning). You evaluate your key learner interactions with technology against the matrix to see what learning environment it falls in.

Entry:

Students complete an assignment unrelated to real-world application.

Adoption:

Students use technology tools to research and submit a report on a real-world issue.

Adaptation:

Students independently use digital tools to investigate a local problem and propose a solution.

Infusion:

Students choose appropriate tools to:

→ Set project goals

→ Plan milestones

→ Monitor progress

→ Reflect on their learning

They regularly use technology to manage and evaluate their work.

Transformation:

Students design a real intervention or proposal that is presented to:

→ A community organization

→ A government office

→ A school

→ A health centre

They use digital tools for planning, data analysis, communication, and reflection in ways that enable higher-order thinking and ownership of learning, consistent with the Transformation level in the Goal-Directed and Authentic strands found in the matrix.

 It is important to note that this approach combines: 

• Real-world context (Authentic)

• Metacognitive ownership (Goal-Directed)

 That is deep integration.

The idea is finding the right balance between your pedagogy and technology adoption and the learning experience it creates. Is it enriching and meaningful for the learner? 

Where would you place your current practice within the matrix? 

What would it take to move one level higher?

Have that department discussion or conversation to reflect on your technology adoption. Teaching in Moodle is more than just uploading notes; its about designing meaningful learning experiences.

Stepping Into eLearning Authoring: Finding the Right Tool for Our Context

Over the past few years, there has been a noticeable shift in how we think about teaching and learning. It is no longer just about delivering content in a classroom or uploading notes to Moodle. There is a growing expectation that learning should be interactive, engaging, and accessible beyond the physical space of the university.

At the Center for Learning and Teaching, DWU, this has led me to explore a simple but important question: How can we empower both lecturers and students to create meaningful digital learning experiences?

There is no shortage of tools available. From fully web-based platforms to PowerPoint-integrated solutions and advanced authoring software, the options can feel overwhelming at first glance. Each tool promises interactivity, ease of use, and seamless integration with learning management systems like Moodle. But in reality, not all tools are created equal, especially when working in a context like ours where access, training, and scalability matter just as much as features.

My goal is not to find the “most powerful” tool. Instead, I am looking for tools that strike the right balance between:

• Ease of use for lecturers who may be new to content authoring
• Accessibility for students who are complete beginners
• The ability to create interactive learning experiences
• Compatibility with Moodle through formats like SCORM
• Flexibility to work with existing materials such as PowerPoint

This is not just a technical decision. It is a teaching and learning decision. The tools we choose will shape how content is created, how students engage with it, and how sustainable our digital learning initiatives will be across campuses.

In this post, I will walk through a selection of authoring tools we are currently considering. In my pursuit to find the right tool for a reasonable budget for my needs I have found some very useful information which I will share and whether the tool is a practical fit for our environment.

If you have ever wondered which tool is worth your time to learn, or which one could realistically be adopted in your department, this comparison should give you a clearer starting point.

1. Articulate 360 Suite

What it is:
All-in-one eLearning platform (Rise = web-based, Storyline = advanced desktop). Supports quizzes, interactions, and SCORM export

Fit for our case:
✅ Lecturers: Good (with training)
⚠️ Students: Not beginner-friendly (especially Storyline)
✅ Interactivity: Excellent
✅ SCORM: Yes
⚠️ Web-based: Only Rise (Storyline is desktop)

👉 Verdict:
Strong but not ideal for student authors. Best for the Center for Learning & Teaching staff or trained staff, not beginners.

2. iSpring Suite

What it is:
PowerPoint add-in that turns slides into interactive courses with quizzes, simulations, and video

Fit for our case:
✅ Lecturers: Excellent (they already use PowerPoint)
✅ Students: Very beginner-friendly
✅ Interactivity: Good (quizzes, role-play, etc.)
✅ SCORM: Yes (very reliable)
❌ Web-based: No (desktop, PowerPoint-based)

👉 Verdict:
Best fit overall for our situation.
Low training barrier + fast adoption.

3. Evolve (authoring tool)

What it is:
Cloud-based, drag-and-drop authoring tool (similar to Rise but more flexible)

Fit for our case:
✅ Lecturers: Easy to learn
✅ Students: Good (intuitive UI)
✅ Interactivity: Good (prebuilt components)
✅ SCORM: Yes
✅ Web-based: Yes

👉 Verdict:
Very strong option if you want fully web-based + collaborative creation.
Better for scaling across campuses than Storyline.

4. SoftChalk Cloud

What it is:
Web-based lesson authoring tool used in higher education (quizzes, activities, simple interactions)

Fit for our case:
✅ Lecturers: Easy
✅ Students: Beginner-friendly
⚠️ Interactivity: Basic (not very modern)
✅ SCORM: Yes
✅ Web-based: Yes

👉 Verdict:
Good academically, but feels a bit dated.
Works, but not exciting for engagement.

5. Camtasia

What it is:
Video recording and editing tool (screen capture, tutorials)

Fit for our case:
✅ Lecturers: Easy
✅ Students: Easy
❌ Interactivity: Very limited (mostly video)
❌ SCORM: Not a full authoring tool
⚠️ Web-based: No

👉 Verdict:
Not an authoring tool replacement.
We may have to use it alongside something else (e.g. for video lessons).

6. Coassemble

What it is:
Cloud-based LMS + authoring tool with templates and gamified learning

Fit for our case:
✅ Lecturers: Very easy
✅ Students: Very beginner-friendly
✅ Interactivity: Good (templates, gamification)
⚠️ SCORM: Limited export (more LMS-focused)
✅ Web-based: Yes

👉 Verdict:
Great for simplicity and student use,
but less ideal if Moodle + SCORM is your core system.

7. ActivePresenter

What it is:
All-in-one tool for screen recording, simulation, and eLearning authoring

Fit for our case:
⚠️ Lecturers: Moderate learning curve
❌ Students: Not beginner-friendly
✅ Interactivity: Strong (branching, simulations)
✅ SCORM: Yes
❌ Web-based: No

👉 Verdict:
Powerful but too complex for your beginner goal. The free version does have a few features that allow you to create tutorial videos. Better for technical training (e.g. IT, software demos).

Quick Summary

This summary table was generated entirely by AI based on the information gathered above.

Tool	Beginner-friendly	Web-based	PowerPoint support	Interactivity	SCORM	Fit for DWU
Articulate 360	Medium	Partial	Yes	⭐⭐⭐⭐⭐	Yes	Good (staff only)
iSpring Suite	⭐⭐⭐⭐⭐	No	⭐⭐⭐⭐⭐	⭐⭐⭐⭐	Yes	⭐⭐⭐⭐⭐
Evolve	⭐⭐⭐⭐	⭐⭐⭐⭐⭐	Limited	⭐⭐⭐⭐	Yes	⭐⭐⭐⭐
SoftChalk	⭐⭐⭐⭐	⭐⭐⭐⭐⭐	No	⭐⭐	Yes	⭐⭐⭐
Camtasia	⭐⭐⭐⭐	No	No	⭐	No	⭐⭐
Coassemble	⭐⭐⭐⭐⭐	⭐⭐⭐⭐⭐	No	⭐⭐⭐⭐	Limited	⭐⭐⭐⭐
ActivePresenter	⭐⭐	No	Yes	⭐⭐⭐⭐⭐	Yes	⭐⭐

 

Note: AI is selectively used here to assist in copy writing this article. AI-generated content is reviewed, edited, and fact-checked by myself to ensure it aligns with local context, practices and standards.