Whether you teach a course, lead a program, or support student learning at UNSW, Bloom can be deployed in a day, including custom course material ingestion, alignment with your assessment framework lane, and convenor-controlled student access. Existing UNSW deployments span Business and Engineering.

Chief Scientist, UNSW AI Institute

Toby Walsh

Director, UNSW AI Institute

Sue Keay

Professor, School of Electrical Engineering & Telecommunications

Vijay Sivaraman

Researcher, School of Electrical Engineering & Telecommunications

Minzhao Lyu

Computing Education Researcher, School of Computer Science and Engineering

Jake Renzella

School of Computer Science and Engineering

Hammond Pearce

Manager of Educational Technology Support

Pradhiban Duraisamy

How UNSW Sydney governs and deploys generative AI in 2026: graduated assessment policy, ChatGPT Edu, Copilot, Scout, and Bloom across Business and Engineering.

University of New South Wales

UNSW frames generative AI use as "context- and task-dependent" rather than uniformly permitted or prohibited. The Levels of AI Assistance framework gives course convenors seven graduated categories: a No AI level, plus six tiers of permitted use that include Inspiration (AI for ideation only), Coach (student attempts the task first, then AI assists revision), Co-pilot, and Integral (AI use itself is part of the assessed learning outcomes).[1][2]

This is a more granular instrument than the University of Sydney's two-lane framework, which sorts assessments into one of two categories: secure (in-person, AI-prohibited) and open (AI permitted with acknowledgement).[3] UNSW's approach pushes more decisions to the course level; Sydney's pushes more decisions to the program level.

UNSW's Plagiarism Policy explicitly defines plagiarism to cover "presenting another person's work, ideas or generative artificial intelligence output as your own."[4] UNSW's broader institutional AI application strategy was scheduled to be finalised in Q2 2025, with implementation beginning Q3 2025, sitting within a stated GUIDE framework (Governance & Innovation for Digital Education) overseen by the Pro-Vice-Chancellor Education office.

This institutional posture sits within an active research environment. UNSW launched the UNSW AI Institute in September 2022, supporting more than 300 academics and over 50 research groups across all faculties. The Institute is led by Director Dr Sue Keay, with Scientia Professor Toby Walsh as Chief Scientist.[5]

Bloom has been deployed at UNSW since 2023, beginning in the UNSW Business School in courses across Economics, Accounting, Information Systems, and the MBA program. It has since extended into the Faculty of Engineering, including four Electrical Engineering & Telecommunications courses, Mechanical and Manufacturing Engineering, and Civil and Environmental Engineering.

Bloom was featured as an "Emerging Innovation" showcase at UNSW's Education Festival in November 2023, hosted by Gary Liang, Aleksandra Balyanova, and DJ Thornton from the School of Economics.[6]

In March 2025, Bloom and UNSW jointly received a $480,000 Australia's Economic Accelerator (AEA) Ignite grant for SPARK (Sovereign Pedagogical AI for Reinforcing Knowledge), focused on computing education.[7] The UNSW collaborators are Lorenzo Lee Solano, Jake Renzella, Sasha Vassar, Hammond Pearce, and Andrew Taylor from the School of Computer Science and Engineering.

In November 2025, Professor Vijay Sivaraman and Dr Minzhao Lyu of UNSW's School of Electrical Engineering & Telecommunications presented "Increasing Student Engagement with an AI Tutor" at UNSW Engineering's Culture & Curriculum education festival, describing the deployment of a Bloom course-specific AI tutor across four EE&T courses.[8] Their session described the tutor as "designed with a teaching persona that stimulates curiosity and reasoning rather than just giving away answers," contrasting it with generic AI assistants that recent research has linked to over-reliance and passive consumption.

Unlike commercial productivity AI, Bloom is purpose-built for pedagogy: Socratic guidance, calibrated feedback, and the deliberate withholding of direct answers.

Alongside Bloom, three other generative AI tools are in active institutional use at UNSW: an OpenAI ChatGPT Edu agreement for staff, a Microsoft Copilot deployment for staff and students, and Scout, a custom-built agent for student services.

ChatGPT

Microsoft Copilot

Scout

AI at UNSW Sydney: Adoption, Policy & Tools (2026)

Use of AI for assessments

Guidance on AI in assessment

Two-lane approach to assessment in the age of AI

UNSW Plagiarism Policy and Procedure

UNSW AI Institute

UNSW Education Festival 2023, Detailed Program (Engaging Industry in Education)

Bloom AI and UNSW Secure $480K Grant from Australia's Economic Accelerator

UNSW Engineering Education Festival 2025, Culture & Curriculum, Detailed Program

UNSW Sydney inks Australia's biggest ChatGPT Edu deal with OpenAI

UNSW Sydney signs landmark agreement with OpenAI

UNSW's Scout: Simplifying student life with agentic AI technology

If you teach a course at Newcastle and want to evaluate Bloom, Bloom can be deployed in a day: course-specific material ingestion, alignment with your course coordinator's GenAI guidance, and convenor-controlled student access. Existing deployment is in first-year mathematics.

Professor of Pure Mathematics; Director, CARMA

Florian Breuer

Saiful Islam

Karen Blackmore

Zara Ersozlu

How the University of Newcastle governs and deploys generative AI in 2026: principles-first policy, Microsoft Copilot, Studiosity, and Bloom in first-year mathematics.

University of Newcastle

Newcastle's Policy on the use of Generative AI in Teaching, Learning and Assessment applies to all students and staff engaging in those activities.[1] The policy is permissive in principle. GenAI use does not automatically constitute misconduct, and staff are encouraged to incorporate it where appropriate. Within that, the policy hard-codes a few non-negotiable rules: course coordinators may explicitly prohibit GenAI on specific assessments, staff may not use GenAI to mark student work without human review and approval, and the university does not require students to purchase paid subscription tools to participate.

Newcastle's official framing of generative AI is that the institution is 'embracing the benefits that AI can offer students in their educational journeys but conscious of the need to use AI ethically'.[2] In practice, the institution takes an unusually narrow position on which tools count as institutional. Microsoft Copilot is the only generative AI assistant Newcastle has rolled out with enterprise data protection, free premium access for staff and students, and explicit endorsement.[3]

The Copilot rollout is enterprise-grade. Prompts and responses are not used to train the underlying language model, prompts are retained for 90 days under enterprise data protection, and the library specifically recommends Copilot over consumer GenAI tools for copyright compliance, on the grounds that consumer-grade services cannot match the data-handling guarantees of an institutional licence.[4]

Beyond Copilot, the only other AI service the university officially provides to students is Studiosity Writing Feedback+, integrated into Canvas. ChatGPT is referenced in institutional guidance but is not licensed at the institution level: students using it do so as individuals, under their own accounts, with no enterprise data agreement in place. Grammarly is conditionally permitted for grammar and spelling checks, with generative features requiring explicit course coordinator approval.[3]

Bloom is deployed at Newcastle as a formal research project in first-year mathematics. The project is led by Professor Florian Breuer, a number theorist and Director of the Priority Research Centre for Computer-Assisted Research Mathematics and its Applications (CARMA), alongside researchers Saiful Islam, Karen Blackmore, and Zara Ersozlu from the University of Newcastle.[5]

The study ran across both semesters of 2025 in MATH1120 (Mathematics for Science and Engineering 2), covering 472 students. Data was collected through pre- and post-experiment surveys. Breuer presented findings at the Australian Mathematical Society Annual Conference on 11 December 2025, under the talk 'Using the Bloom AI Tutor in a first-year Mathematics Course'.[7]

Breuer's stated assessment of Bloom is that it 'guides students toward understanding instead of just telling them the answer'. He has described it as 'an excellent service I intend to keep using'.[6]

Alongside Bloom, two other AI services are officially provided to staff and students at Newcastle. A third (Grammarly) is conditionally permitted but not endorsed.

Studiosity Writing Feedback+

Grammarly

AI at University of Newcastle: Policy & Tools (2026)

Policy on the use of Generative AI in Teaching, Learning and Assessment

What is the University's current stance on the use of generative artificial intelligence (such as ChatGPT and Copilot)?

AI tools at the University of Newcastle: What can I use? (students)

Why using Microsoft Copilot is important for copyright compliance

Professor Florian Breuer, Staff Profile

How schools and universities are introducing AI tutors at scale

Using the Bloom AI Tutor in a first-year Mathematics Course (AustMS 2025 Conference Booklet, p. 136)

If you teach at UWA and want to evaluate Bloom for your unit, Bloom can be deployed in a day: course-specific material ingestion, alignment with your tier classification under the UWA framework, and convenor-controlled student access. Existing deployment is in the Graduate Certificate in Tertiary Teaching.

Deputy Vice-Chancellor (Education and Student Experience)

Guy Littlefair

Professor, School of Engineering; Chair, Generative AI Think Tank

Zach Aman

Associate Professor, School of Social Sciences; Deputy Chair, Generative AI Think Tank

Celeste Rodriguez Louro

Professor, Graduate School of Education; Coordinator, Graduate Certificate in Tertiary Teaching

Mark Pegrum

How the University of Western Australia governs and deploys generative AI in 2026: tiered assessment framework, no AI detection, and Bloom in the Graduate Certificate in Tertiary Teaching.

University of Western Australia

UWA's approach to generative AI is governed centrally. In 2024 the university established a Generative Artificial Intelligence Think Tank as an Expert Advisory Panel to the University Executive, chaired by Professor Zach Aman of the School of Engineering and deputised by Associate Professor Celeste Rodriguez Louro of the School of Social Sciences.[1]

The institutional position, articulated publicly by Deputy Vice-Chancellor (Education and Student Experience) Professor Guy Littlefair, is built around three values: 'Collaborative responsibility', 'Data-informed and human-driven agility', and 'Sustainable innovation'. UWA advocates a tiered approach to AI tools with differentiated security levels based on data classification, and emphasises 'human in the loop' across deployments.[1][2]

For student assessments, unit coordinators classify each task into one of three tiers: Tier 1 (no AI permitted), Tier 2 (AI assistance permitted with acknowledgement), and Tier 3 (AI fully embedded in the task). Where AI use is permitted, students are required to include an acknowledgement statement.[3]

UWA's Academic Integrity Policy classifies as plagiarism 'intentionally or unintentionally using AI and Generative Pretrained Transformer (GPT) language as if it were your own', sitting the AI policy explicitly within existing academic integrity infrastructure rather than as a standalone regime.[4]

Bloom is in use at UWA in the Graduate Certificate in Tertiary Teaching (course 30250), a part-time program for tertiary teaching staff. The Graduate Certificate is structured as 24 credit points across four mandatory units: Theory and Practice in Tertiary Teaching, Curriculum and Assessment Design for Learning, Digital Technologies for Learning, and a Capstone for Tertiary Teaching.[6]

The deployment is coordinated by Professor Mark Pegrum from UWA's Graduate School of Education, who is the convenor of the Graduate Certificate in Tertiary Teaching. Pegrum's research spans digital literacies, mobile learning, emerging technologies in education, and AI literacy, with recent peer-reviewed publications on generative AI in language learning.[5][6]

UWA has explicitly decided not to deploy AI detection tools. The stated reasoning, from DVC Littlefair, is that 'evidence continues to mount that such tools are unreliable, inequitable and unsuitable for high-stakes assessment decisions'.[2]

The institutional response centres on assessment redesign rather than detection. UWA established a Centre for Integrity and Impact in Teaching Excellence, which houses the Learning and Assessment Design team alongside the Academic Integrity unit. DVC Littlefair has described the combination as 'somewhat unique' in Australian higher education, with Learning and Assessment Design supporting academics in redesigning assessments before submission rather than enforcing integrity policies only after the fact.[2]

In 2025, around 350 staff attended UWA's assessment workshops, and the university administered approximately 98,000 invigilated exam sittings, indicating the operational scale at which the redesign-and-invigilate strategy is being applied.[2]

AI at UWA: Adoption, Policy & Tools (2026)

Artificial Intelligence: Strategy and Values

What we are doing about AI at UWA

Using ChatGPT and other AI tools in your assessments

Academic Integrity Policy

Mark Pegrum, Staff Profile and Research Repository

Graduate Certificate in Tertiary Teaching (30250)

If you want to evaluate Bloom for a subject, get in touch.

Deputy Vice-Chancellor (Academic)

Gregor Kennedy

Vice-Chancellor

Carolyn Evans

Professor, Melbourne Law School; Co-Director, Centre for AI and Digital Ethics (CAIDE)

Jeannie Marie Paterson

Associate Professor, School of Computing and Information Systems; Co-Director, CAIDE

Tim Miller

How the University of Melbourne governs and deploys generative AI in 2026: Generative AI Taskforce, secure-vs-open assessment framework, AILA student tutor in Canvas, and Spark AI for staff.

University of Melbourne

Melbourne governs generative AI centrally through a Generative Artificial Intelligence Taskforce, with operational policy owned by the Centre for the Study of Higher Education and Teaching, Learning and Innovation. The institution-wide assessment reform program for 2025 requires each subject to make 50% of its assessments 'secure', meaning observed exams, interactive orals, performances, or supervised placements where AI use can be reliably controlled.[1][3]

Unlike Sydney's two-lane model, UNSW's seven-level scale, or UWA's three tiers, Melbourne does not operate a numbered AI assessment scale. The framework is a binary 'secure or open' split with a 50% secure target per subject, leaving the remaining 50% as open assessments where AI use is permitted with acknowledgement.[3]

Melbourne's Student Academic Integrity Policy (MPF1310) governs misuse of AI tools, and the institution's public position on AI in assessment requires students to acknowledge any use of GenAI, specifying the tool name, prompts, and how output was used.[2]

On AI detection tools, Melbourne explicitly cautions against using Turnitin's AI writing detector as standalone evidence: 'A high AI score in Turnitin's writing detection report is not proof that academic misconduct has taken place and does not, on its own, constitute grounds for making an allegation of academic misconduct.'[4]

Bloom runs on Microsoft Azure OpenAI and Google Vertex AI under enterprise data handling, the same model-provider posture Melbourne already operates internally through Spark AI. Prompts and responses are not used to train base models, and Bloom satisfies the same data-handling controls Melbourne applies to its in-house GenAI tooling.[5]

Bloom can be deployed at Melbourne in a day, with subject-specific material ingestion and convenor-controlled student access. No new procurement, no new vendor security review, and no engineering integration is required.

Melbourne has rolled out three categories of generative AI tooling: a free vendor product (Microsoft Copilot Chat) for students, an internal staff platform (Spark AI), and an in-house student-facing tutor embedded in Canvas (AILA).

Microsoft 365 Copilot Chat

Spark AI (staff)

AILA (AI Learning Assistant)

Melbourne's institutional research footprint on AI ethics is anchored by the Centre for AI and Digital Ethics (CAIDE), founded in 2020 as a cross-faculty initiative with Engineering & IT and Melbourne Law School as founding faculties, joined by Arts, Education, and Medicine, Dentistry and Health Sciences. CAIDE is co-directed by Professor Jeannie Marie Paterson (Melbourne Law School) and Associate Professor Tim Miller (School of Computing and Information Systems), with Simon Coghlan as Deputy Director.[8]

Professor Gregor Kennedy, Deputy Vice-Chancellor (Academic), has framed the institutional shift in posture: 'When generative AI emerged a couple of years ago, most institutions, including mine, ran pretty hard at the risk. We worked closely with regulators to understand the implications, before gradually shifting to exploring opportunities.' He has separately characterised AI literacy as becoming 'as essential as digital literacy was in the early 2000s'.[9]

AI at University of Melbourne: Policy & Tools (2026)

Generative Artificial Intelligence Taskforce

University policy and actions: Academic integrity

Generative AI in Teaching and Learning at the University of Melbourne

Advice for students regarding Turnitin and AI writing detection

GenAI tools (staff): Spark AI

AI Learning Assistant (AILA)

Microsoft 365 (Student IT)

Centre for AI and Digital Ethics (CAIDE)

AI in education: navigating risks, opportunities and the future of learning (interview with Gregor Kennedy)

If you want to evaluate Bloom for a unit of study, get in touch.

Deputy Vice-Chancellor (Education)

Joanne Wright

Pro Vice-Chancellor (Educational Innovation)

Adam Bridgeman

Associate Professor, Educational Innovation

Danny Liu

Director, Sydney Artificial Intelligence Centre

Tongliang Liu

Professor, Digital Communication and Culture; Co-Director, Centre for AI, Trust and Governance

Terry Flew

Professor, Sydney Law School; Co-Director, Centre for AI, Trust and Governance

Kimberlee Weatherall

How the University of Sydney governs and deploys generative AI in 2026: the Sydney Assessment Framework two-lane model, Cogniti in-house tutor, Microsoft Copilot at scale, and Sydney's AI research centres.

University of Sydney

The Sydney Assessment Framework was first published as a two-lane FAQ on 2 July 2024 and consolidated as a formal explainer in March 2025. Lane 1 is 'secure' assessment of learning, conducted face-to-face under supervision. Lane 2 is 'open' assessment for and as learning, where, per the FAQ, 'the use of generative AI tools cannot be banned, restricted, or controlled'. From Semester 1 2025 the default changed to allow AI in assessments except where staff opt out; Semester 2 2025 rolled out the full two-lane model; assessment plans for every degree are due by end of 2025.[1][2]

On AI detection tools, Sydney uses Turnitin's AI detector on a discretionary basis when AI use is suspected, but explicitly does not treat the score as standalone evidence: 'the AI detector score would not be the only evidence relied upon for an academic integrity case, but will be considered alongside other relevant evidence.'[4] The two-lane FAQ goes further: 'It is already not possible to restrict or detect AI use in assessments which are not secured by face-to-face supervision', framing the two-lane model itself as 'the only reliable, tenable, and equitable way to protect the integrity of our degrees.'[2]

Pro Vice-Chancellor (Educational Innovation) Adam Bridgeman has stated the institution's pragmatic position directly: 'It's no secret that any take-home assessment can be completed to a high level by AI, and it's not practical, enforceable or desirable to implement a blanket ban on these tools.'[3] Deputy Vice-Chancellor (Education) Professor Joanne Wright has framed the workforce rationale: 'Generative AI has already had a profound impact on workplaces and our graduates are expected to demonstrate skilled use of the relevant tools in job interviews.'[3]

Bloom runs on Microsoft Azure OpenAI under enterprise data handling, the same model infrastructure Sydney uses for Cogniti within its institutional tenancy. Prompts and responses are not used to train base models, and Bloom's data posture sits inside the same vendor relationship Sydney's Educational Innovation team already operates against.[5]

Bloom can be deployed at Sydney in a day, with course-specific material ingestion and convenor-controlled student access. No new procurement, no new vendor security review, and no engineering integration is required.

Sydney's tooling layer pairs a vendor product (Microsoft Copilot for Web) with an in-house build (Cogniti).

Cogniti

Microsoft Copilot for Web

Studiosity

Sydney's institution-level AI research is anchored by the Sydney Artificial Intelligence Centre, sitting within the Faculty of Engineering and directed by Dr Tongliang Liu. The Centre's stated focus is fundamental AI (algorithms, learning theory, transfer learning with causal structures) plus applied work in computer vision, multimedia and cybersecurity.[6]

On AI governance, the Centre for AI, Trust and Governance (CAITG) launched on 25 February 2025 within the Faculty of Arts and Social Sciences. CAITG is co-directed by Professor Terry Flew (Digital Communication and Culture; ARC Laureate Fellow) and Professor Kimberlee Weatherall (Sydney Law School), focusing on the institutional, legal and policy dimensions of AI rather than the technical research stack.[7]

AI at University of Sydney: Two-Lane Framework & Cogniti (2026)

The Sydney Assessment Framework

Frequently asked questions about the two-lane approach to assessment in the age of AI

University of Sydney AI assessment policy

Artificial Intelligence (Academic Integrity)

Letting educators take control of generative AI to improve learning, teaching and assessment

Sydney Artificial Intelligence Centre

Centre for AI, Trust and Governance

If you want to evaluate Bloom for a course, get in touch.

Distinguished Professor, School of Cybernetics; former Vice-Chancellor

Genevieve Bell

Grady Venville

Associate Professor of Philosophy; Lead, Humanising Machine Intelligence Grand Challenge

Seth Lazar

How ANU governs and deploys generative AI in 2026: six institutional AI Principles, course-convenor discretion, an early rejection of Turnitin AI detection, Microsoft Copilot Chat, and ANU's School of Cybernetics.

Australian National University

ANU's position on generative AI is anchored by the ANU Institutional AI Principles, approved by the Academic Board in June 2023. The six principles cover commitment to excellence and integrity as AI evolves; critical engagement with AI as a research stream; clear guidance on responsible and ethical use with discipline-specific differences; AI literacy for staff and students; appropriate access aligned with cybersecurity, privacy, safety, equity and inclusiveness; and drawing on internal expertise and cross-sector collaboration.[1]

Operational guidance for teaching is owned by the Centre for Learning and Teaching, which describes its AI for Learning and Assessment guidance as 'a living document'. The model is course-convenor discretion within college-level guidance rather than a centrally numbered tier or lane scheme.[2]

ANU's Academic Integrity Rule, last updated in 2021 (pre-ChatGPT), covers AI as plagiarism if AI-generated work is presented as one's own without attribution.[3] ANUSA's 2025 Generative AI Report found that while 75% of ANU students use GenAI, only 37% understand institutional expectations, suggesting the rule's age has produced ambiguity at the student level.

ANU disabled Turnitin's AI writing detection from 1 January 2024, citing 'significant issues regarding efficacy (including false positives), potential bias, and lack of transparency.'[4] This put ANU among the earliest Australian institutions to reject the detector outright rather than treat it as discretionary supporting evidence.

Bloom runs on Microsoft Azure OpenAI under enterprise data handling, with prompts and responses excluded from base-model training. The data posture aligns with ANU's six institutional AI Principles on responsible use, cybersecurity, privacy, and equitable access, and respects the data-class restrictions ANU's Privacy Office applies to GenAI tooling.[1][6]

Bloom can be deployed at ANU in a day, with course-specific material ingestion and convenor-controlled student access. No new procurement, no new vendor security review, and no engineering integration is required.

Generative AI tooling at ANU is comparatively narrow at the institutional layer: Microsoft Copilot Chat (consumer-grade, with commercial data protection), plus Library-published guidance and citation conventions. No public announcement confirms a full Microsoft 365 Copilot enterprise tenant, an institutional ChatGPT licence, an in-house AI agent, or a Studiosity subscription.

Microsoft Copilot Chat

ANU Library AI guide

ANU's institutional AI research footprint is dominated by the School of Cybernetics, founded in 2021 by Distinguished Professor Genevieve Bell. The School built on the 3A Institute (3Ai), launched in September 2017 as a partnership with CSIRO Data61. The School of Cybernetics frames its work around the safe scaling of AI in human, technical and ecological systems.[8]

Genevieve Bell served as ANU Vice-Chancellor from 1 January 2024 and resigned on 11 September 2025. After 12 months of study leave, she will return as a Distinguished Professor in the School of Cybernetics.[8]

The Humanising Machine Intelligence (HMI) Grand Challenge, launched in 2018 and led by Associate Professor Seth Lazar (philosopher), spans philosophy, computer science, social sciences and law, and was funded at over $1.5M per year for at least three years from launch. Public events on the HMI site go quiet after 2022; current operational status is not publicly clear.

AI at ANU: Principles, Policy & Tools (2026)

ANU Institutional AI Principles

AI for learning and assessment

Guide for students: best practice when using Generative AI

AI writing detection now available in Turnitin

How to access and use Microsoft Copilot

Generative AI and Data Governance

Artificial Intelligence including generative AI

School of Cybernetics

Vice-Chancellor and President

Deborah Terry

Kris Ryan

Professor; Director, UQ AI Collaboratory

Shazia Sadiq

How the University of Queensland governs and deploys generative AI in 2026: a two-option assessment framework, the Lead through Learning 2025-2027 plan, the disabling of Turnitin AI detection, and UQ's AI Collaboratory.

University of Queensland

UQ's two-option assessment framework is structurally simpler than Sydney's two-lane (open vs secure) or UWA's three-tier scheme. Option 1 ('Cannot use AI') applies to assessments completed in-person; Option 2 ('Can use AI') permits AI and machine-translation tools on the condition that students 'clearly reference each instance of use.'[1]

The framework operates under the Lead through Learning (2025-2027) AI in Education Action Plan, a whole-of-university strategy partnering five faculties with the DVC Academic portfolio, with learning designers embedded in faculties for three years. The plan's two stated goals are 'preparing students for responsible AI use' and 'maintaining the integrity of the learning process'.[2]

UQ's Academic Integrity policy classifies misuse of AI as plagiarism: 'At UQ, the use of AI outputs without attribution and not following teaching staff directions is a form of plagiarism and constitutes academic misconduct.'[3]

AI adoption at Australian universities

UNSW

Newcastle

UWA

Melbourne

Sydney

ANU

UQ

Monash

Adelaide