HERDSA Notices 21 May 2025

* HERDSA Blog Post: Leveling Up Learning: How Games are Transforming Classroom Pedagogies
* HERDSA Community: The 5C Framework: Your Blueprint for SOTL Research
* You're Invited: Bringing Your Roundtable to Life – HERDSA 2025 Presenter Workshop
* Comedy show celebrating the work of learning designers
* Call for Guest Editor Proposals - TESOL in Context 2026 Special Issue
* Calling for abstract submission for the Online Teacher Education in the Evolving Technological Landscape: Beyond the Horizon
* SoTL reports on group work, and students as discoverers and co-creators, are available to download
* Seeking Participant Volunteers for a UNE Resilience in Higher Education and technology Qualitative Study
* New issue of IJSaP is published; applications for new co-editorial teams; and contributions to Voices from the Field
* New online first articles in Higher Education Research and Development

To submit an announcement for this list complete the online form at http://herdsa.org.au/herdsa-notices

A full list of HERDSA Notices is online at http://www.herdsa.org.au/latest-news

Unsubscribe or change your email details at http://mailman.anu.edu.au/mailman/listinfo/herdsa

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HERDSA Blog Post: Leveling Up Learning: How Games are Transforming Classroom Pedagogies
Mifrah Ahmad, 21 May 2025

Mifrah Ahmad explains how we can level up the learning experience using pedagogically sound gamification.

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HERDSA Community: The 5C Framework: Your Blueprint for SOTL Research
SoTL SIG Webinar, 30 April 2025

Alice Brown and Olga Kozar suggest a helpful approach to begin a SoTL project is to consider five elements that ensure your project aligns with your interests and goals. The webinar provided participants with an opportunity to bring their ideas and work through the 5C approach reflecting on the Concern, Common Ground, Complication, Contribution, & Course of Action related to their project. As well as examples of applying the 5C approach Alice and Olga discussed the use of AI tools to streamline SoTL literature reviews, starting small and building into big research projects and the importance of collaboration in SoTL research.

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You're Invited: Bringing Your Roundtable to Life – HERDSA 2025 Presenter Workshop
17th June, 2.00 pm to 3.30 pm AEST

The HERDSA Executive, HERDSA Branches, and HERDSA Special Interest Groups (SIGs), warmly invite all accepted HERDSA 2025 Roundtable presenters to a dedicated workshop designed to support, inspire, and help you bring your Roundtable session to life.

Workshop Title: Bringing Your Roundtable to Life: A Preparation Workshop for HERDSA 2025 Presenters
Date & Time: [17th June, 2.00 pm to 3.30 pm AEST]
Location/Platform: [MS Teams]
RSVP: [Registration Link]

Workshop Details
This interactive session is tailored for confirmed HERDSA 2025 Roundtable presenters. Whether you’ve already mapped out your session or are still working through your ideas, this workshop offers a collegial space to:

Refine your Roundtable presentation
Explore strategies for engaging participants
Align your session with HERDSA’s collaborative spirit
Gain practical tips, examples, and peer feedback Bring along your abstract and any notes you’ve developed so far—no worries if you haven’t finalised things yet. The session is designed to help you feel confident, prepared, and inspired to deliver a meaningful and engaging Roundtable at HERDSA 2025.

Further information: https://events.teams.microsoft.com/event/938038d8-d6de-40a4-8c55-1c425a6...@c4d10133-8d1d-45b3-8a8c-dd1a334d7f41/registration

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Comedy show celebrating the work of learning designers
Friday May 30

The Peer Revue featuring Professor Michael Henderson
Motley Bauhaus, 118 Elgin Street, Carlton (Melbourne)
Friday 30 May, 7pm

Learning Designers are everywhere - across education, industry and beyond - yet many people have no idea what they actually do.

For the May edition of The Peer Revue, Professor Michael Henderson (Monash) takes the stage to share insights from his research into this hidden profession. Michael has spent years studying Learning Designers - the people quietly shaping how learning happens, often without recognition or a clear job title.

Expect reflections on the joys and challenges of third space life, and some significant appreciation for the Learning Designers of the world.

And then... a team of comedians will turn it all into improv comedy.

If you work in teaching and learning, have ever collaborated with a Learning Designer, or just want a fresh (and funny) perspective on educational practice, come along.

Tickets: https://www.eventfinda.com.au/2025/the-peer-revue/melbourne/carlton

PhD students and university casual staff can email p.dawson@deakin.edu.au for free tickets.

Further information: https://www.eventfinda.com.au/2025/the-peer-revue/melbourne/carlton

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Call for Guest Editor Proposals - TESOL in Context 2026 Special Issue
1 July 2025

TESOL in Context (TIC) invites Expressions of Interest (EOIs) from prospective guest editors for our 2026 Special Issue, the second issue of the calendar year. This issue is an opportunity to bring together a collection of scholarly and practice-oriented articles that address a theme of current interest and significance in the field of TESOL and/or EAL/D.

EOIs should be submitted via email to Managing Editor Dr Fiona Tang (tic@tesol.org.au) by 1 July 2025 as per the instructions below.

For submission requirements and other details, please refer to our journal's announcement here: https://ojs.deakin.edu.au/index.php/tesol/announcement/view/58

Further information: https://ojs.deakin.edu.au/index.php/tesol/announcement/view/58

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Calling for abstract submission for the Online Teacher Education in the Evolving Technological Landscape: Beyond the Horizon
Submission deadline is 1 July 2025

Calling for submissions for the international online conference on Online Teacher Education which will be held on 17 September 2025. This one-day event is focused on teacher professional learning and practice through digital and interactive technologies. This conference invites teachers, teacher educators, researchers, administrators and policymakers to explore online teacher education beyond these horizons. It’s an opportunity to have timely and critical conversations about enhancing teacher education in virtual settings. Focusing on engagement, reflective practice, accessibility, and inclusivity, we will explore how online technologies can help teachers excel through effective practices, learner engagement, and digital innovation. Equally important, we explore these developments in relation to ethics and equity and their contributions to the United Nations Sustainable Development Goals.
Abstract Submission Deadline: 1 July 2025 | Notification: 18 July 2025 Submit a 200-word abstract for a 25-minute presentation + 5-minute Q&A. Selected papers may be invited for an edited publication.

Further information: https://create.usq.edu.au/onlineteachereducation/

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SoTL reports on group work, and students as discoverers and co-creators, are available to download

Colleagues may be interested in these two recently published open-access reports, which they may not have come across as they are published by Universities.

Enhancing working in groups and teams in learning and teaching in higher education 80pp

This report shares strategies to make group work more meaningful, inclusive, and effective.

“This timely and comprehensive report synthesizes key scholarship on group work, resulting in an essential guide for supporting students working in teams in higher education. The report provides staff and academic developers with a nuanced analysis of both the benefits and challenges of group work, as well as strategies for teaching group work skills and integrating teamwork pedagogies across the disciplines. It’s an invaluable resource.”
(Jessie L. Moore, Elon University Center for Engaged Learning, United States)

Close on 2,000 downloads on ResearchGate: https://www.researchgate.net/publication/382524135_Enhancing_Working_in_...
Blog: https://lnkd.in/ek3zhBAe

The report, authored by Mick Healey, is published by the Centre for Education and Teaching Innovation, University of Westminster.

Discovery and Co-creation of Learning: Sector Insights Guide 15pp

We are delighted that this guide (https://lnkd.in/eAvMgFCH) that we produced for the Learning and Teaching Academy, Heriot-Watt University (https://lnkd.in/eNqs23-b) is available for download. Authors: Mick Healey and Ruth Healey.

Discovery and co-creation are key ways of engaging students in active learning through partnership. Whereas ‘discovery involves students learning through research and inquiry, ‘co-creation’ comprises students collaborating in teaching and learning and the development of the curriculum.

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Seeking Participant Volunteers for a UNE Resilience in Higher Education and technology Qualitative Study

We would like to hear from academics at all levels who are willing to participate in this UNE PhD qualitative study (Ethics approval: HE24-129, valid 10/7/2026) investigating how academics in Australian higher education institutions adapt and manage their practice using workplace technology to complete educative work. Your participation will involve completing a short pre-screening online survey, ensuring the target group, academics employed in a higher education institution in Australia, who use workplace technology for educative work are selected (public or private university). If you wish to participate please click on the link to complete the short survey.

Please answer all questions in the survey to be considered in this study (including your full name and contact details).
https://unesurveys.au1.qualtrics.com/jfe/form/SV_08ocuZ46BaZ3bHE

An invitation to participate in an online, short video interview will be sent to participants who meet pre-screening criteria and interviewees need to submit a 300-400 word reflection (post interview). We look forward to hearing from you.

Please forward this request to academics, working in Australian Higher education institutions

Further information: contact Marie (Bernie) Fisher: mfisher@myune.edu.au or LinkedIn: https://www.linkedin.com/in/marie-f-51697368/

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New issue of IJSaP is published; applications for new co-editorial teams; and contributions to Voices from the Field

We are delighted to announce that the 17th issue of the International Journal for Students as Partners (IJSaP) is now available at https://mulpress.mcmaster.ca/ijsap/issue/current.

You will find 27 manuscripts in our largest issue published to date—8 research articles, 11 case studies, 6 reflective essays, and an editorial. In this issue, Voices from the Field presents a “time-capsule” for Students as Partners 2034, comprising messages from participants in the 2024 SaP Roundtable.

This issue, which is 336 pages long, has been contributed to by 61 students and 82 staff/faculty from Australia, Canada, China, Hong Kong, Japan, Kyrgyzstan, the Netherlands, Norway, Pakistan, Singapore, South Africa, Taiwan, Tajikistan, Tanzania, the United Kingdom, and the United States.

Call for applications for new co-editorial teams
The International Journal for Students as Partners (IJSaP) wishes to appoint two new editorial board (EB) co-editing teams consisting of a staff/faculty member and a student from:
a) Canada (excluding McMaster University where we already have a team based)
b) A country not currently represented on the EB (i.e. excluding Australia, Canada, China, Pakistan, South Africa, United Kingdom, and the United States). We would particularly welcome applications from non-English speaking countries and/or parts of the world in which student-staff partnerships are an emerging development, but applications from other countries not currently represented on the EB are also welcome.

Further details about the journal, the positions, the application criteria, and the application process are available at the IJSaP website. Application deadline: 12:00 Eastern Daylight Time (EDT) Friday, June 13, 2025.

Call for contributions to ‘Voices from the Field’
The International Journal of Student as Partners (IJSaP) invites contributions to the seventh iteration of our "Voices from the Field" section, exploring how students-as-partners work develops capacity to navigate complexity, uncertainty, and precarity in today's world. We seek brief reflections (75-150 words) that share your experiences, hopes, or insights about partnership work in challenging contexts. Your submission should be informal yet substantive, clearly positioned from your perspective, and explicitly focused on partnership. We welcome up to 30 contributions, so please check the submission availability before preparing your response. For complete guidelines, submission details, and the full prompt, please visit our website's full announcement.

International Journal for Students as Partners Editorial Board and Staff:
Alison Cook-Sather, Glenda Cox, Leanne De Souza-Kenney, Robert Fleisig, Launa Gauthier, Mick Healey, Ruth Healey, Christine Immenga, Amrita Kaur, Brisa Kane, Kelly E. Matthews, Samarah Maqbool, Jayne Price, Sumayyah Sokeechand, Ian Steinberg, Minahil Tariq, Zou Wei, Mustafa Zaidi, and Meng Zhang

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New online first articles in Higher Education Research and Development

Extracurricular activities in higher education: provider’s choices, Jinghui Si, https://doi.org/10.1080/07294360.2025.2488860

Who are learning designers in post-pandemic Australasian universities? Sharon Altena, Lye Ee (Rebecca) Ng & Meredith Hinze, https://doi.org/10.1080/07294360.2025.2482797

Mapping ecologies of practice: a framework for reflective teaching and academic development in higher education, Kiruthika Ragupathi & Paul Trowler, https://doi.org/10.1080/07294360.2025.2503816

Decolonising, Indigenising, or critical Indigenous studies? A nine-year case study in designing education for the health professions, Julia McCartan, Petah Atkinson & Karen Adams, https://doi.org/10.1080/07294360.2025.2493245

Cinderella on the path at midnight: students on regional university campuses and equity, Colleen Carlon, Lucinda Aberdeen, Robyn Eversole, Merete Schmidt, Janet Congues & Kylie Wrigley, https://doi.org/10.1080/07294360.2025.2493249

Academics’ identity struggles and professional agency in the transition to teaching in a professional master’s degree programme, Lan Li & Jian Tao, https://doi.org/10.1080/07294360.2025.2503825

https://www.linkedin.com/company/herdjournal
https://bsky.app/profile/herdjournal.bsky.social

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In the spirit of reconciliation HERDSA acknowledges the Traditional Custodians of country throughout Australasia and their connections to land, sea and community. We pay our respect to their Elders past, present and emerging.

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