Dr Sally Patfield and Laureate Professor Jenny Gore from the University of Newcastle (Australia) explain a model underpinning pedagogy-focused academic development.
Amita Krautloher and Denise Wood from Charles Sturt University utilised a purposeful professional learning model for academics to support pedagogical change.
Dom McGrath, Christine Slade, and Lydia Kavanagh from the University of Queensland explain their approach to classifying assessment tasks that will lead to improved outcomes for students.
