ASCILITE 2023 People, Partnerships and Pedagogies Peopling Technologies educational model: philosophy, pedagogy, and evaluative framework Naomi Nirupa David and Kat Cain Deakin University This conceptual paper articulates a digital education approach that privileges diverse learners and harnesses the potential of technologies. The approach positions digital ways of thinking in terms of a philosophy (Peopling Technologies), a pedagogy (Immediate, Collaborative, Interactive pedagogy) and an evaluative framework (Sliding Glass Doors Learning). The three elements in concert focus closely on, and are responsive to, student contexts and skills. This balance forms an overall Peopling Technologies educational model designed to support students through transition to university and ongoing engagement in their studies. This educational model has practical implementation in the context of curriculum design and assessment design. The approach was developed in 2019, with ongoing iteration taking place in an education course assessment redesign project. Digital learning environments, shaped by this model, encourages belonging and inclusion to cultivate digital literacies, academic skills, discipline knowledges, and professional practice. The Peopling Technologies education model is adaptive to different discipline areas and elements of the approach are iterative to further contexts. By virtue of this model’s philosophical and pedagogical elements, this approach can be flexibly applied to changing contexts and responsive to technological advances (for example, generative artificial intelligence). Keywords: digital learning, digital pedagogy, educational design, assessment design Educational model: Three elements This paper details the development of an educational model for digital learning that is based on three elements: philosophy, pedagogy and evaluative framework. The educational model and its approaches were initially conceptualized between 2019-2020 in an undergraduate Education course. The paper considers intersections between language, practices, and inclusive approaches, all of which underpin the model. Three key elements: A summary 1. Philosophy - Peopling Technologies. The reciprocal relationship in peopled technologies privileges the learners and their contexts provides diverse engagement opportunities that recognise that students learn in different ways and bring a range of skills and existing knowledges to their study. 2. Pedagogy – Immediate, Collaborative, Interactive (I-CI Pedagogy). Practices on the digital page and their affordances for the learner are shaped by the community as well as the content. The pedagogy presents ways of weaving diverse knowledges into digital spaces using technologies and languages that are familiar to both academics and digital designers. 3. Evaluative framework – Sliding Glass Doors Learning is a framework that evaluates learning design and provides a process to inform iterative development. Background In response to an initial course delivery model change in 2019, an Early Childhood Initial Teaching Education (ITE) course moved from a blended learning delivery model (digital and located experiences) to a fully online model. This transition opportunity catalysed a closer focus on the practices and pedagogies underpinning online teaching to improve success, engagement, and retention for the student cohorts. This opportunity enabled us to develop the educational model (Peopling Technologies) outlined in this paper (David & Cain, 2021). The associated philosophy, pedagogy and evaluative framework were iteratively developed over 2019-2022. The digital landscaping (e.g., designing learning, curating discipline and digital literacies content) that was undertaken was supported by the institutional context. The university’s interest in investing in innovation for teaching and learning, through new educational technologies and openness to piloting new approaches, was invaluable in terms of resourcing and cultivating the Peopling technology model through iteration, exploration and testing. The investment (including digital learning design, audio visual support and allocated time in