Higher Education Research and Development Society of Australasia
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* HERDSA Blog Post: Can reframing assessment authenticity help with student wellbeing?
* HERDSA Community: Meaningful Assessments in Higher Education
* Are you thinking of a SoTL project or getting bang for buck from your SoTL work? Drop in and join me for a coffee & to chat SOTL
* Join the Academic Development SIG executive
* Higher Education Research & Development, Vol. 44 No. 3 is now available online
* ASCILITE's Technology Enhanced Learning Accreditation Standards (TELAS) - Reviewer Certification Workshop in Sydney
* CRADLE Seminar Series: What is the role of GenAI in effective feedback? A recognition based framework
* The Prevention Imperative: NZ Universal Wellbeing Conference 2025 – Call for Speakers & Early Bird Registrations are now open!
* Seeking Participant Volunteers for a UNE Resilience in Higher Education and technology Qualitative Study
* 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
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HERDSA Blog Post: Can reframing assessment authenticity help with student wellbeing?
Tim Chambers, 26 March 2025
Tim Chambers challenges us to rethink what authenticity in assessment really means and sheds light on how authentic tasks can aid psychological well-being.
Read more: https://herdsa.org.au/herdsa-connect/can-reframing-assessment-authentici...
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HERDSA Community: Meaningful Assessments in Higher Education
Assessment Quality SIG, 24 March 2024
Pranit Anand reports on the timely conversation lead by Professor Danny Liu from University of Sydney, Associate Professor Jo-Ann Chuck from Western Sydney University and Dr Pranit Anand from University of New South Wales at a recent HERDSA Assessment Quality SIG meeting.
Read more: https://herdsa.org.au/news/meaningful-assessments-higher-education
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Are you thinking of a SoTL project or getting bang for buck from your SoTL work? Drop in and join me for a coffee & to chat SOTL
Every Tuesday fortnight 12-12:45 pm AEST (QLD time) - April 8th, 22nd, May 6th, 20th
Are you interested in SoTL? Not sure where to start? Do you have an idea but need guidance on progressing it? Then join me for a coffee and to chat SoTL.
Use this time to explore a new idea or to develop a potential SoTL project; discuss a hurdle that’s blocking the progress of your SoTL project, chat about how to disseminate key insights from your SoTL study through a publication, blog, or conference presentation, or maybe explore a different methodological approach for exploring a SoTL phenomenon. Assoc Prof. Alice Brown (#HERDSA Executive and Lead for Scholarship of Teaching and Learning - SoTL modules and New Scholars) is organising fortnightly drop-in sessions to help navigate the world of SoTL. Whether you're new to SoTL or looking for ways to publish your research, these sessions are for you. Grab your coffee and drop in for some valuable insights and discussions. See you there!
Zoom Link for Coffee Chat - https://bit.ly/3A0iaw5
Further information: Contact Alice Brown (Alice.Brown@usq.edu.au)
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Join the Academic Development SIG executive
The Academic Development SIG is looking for people willing to join the executive of the Special Interest Group. Duties would include helping to organise activities for the SIG, maintain the SIG's social media presence, collaborate with sister organisations elsewhere in the world, and coordinate with the HERDSA Exec. If you are interested in taking on a leadership role in the Academic Development SIG, please contact Erik Brogt at erik.brogt@canterbury.ac.nz
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Higher Education Research & Development, Vol. 44 No. 3 is now available online
Higher Education Research & Development, Vol. 44 No. 3 (2025) is now available from the HERDSA website at https://herdsa.org.au/higher-education-research-development-vol-44-no-3
Free online access is available to HERDSA members through your member dashboard.
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ASCILITE's Technology Enhanced Learning Accreditation Standards (TELAS) - Reviewer Certification Workshop in Sydney
9 April
The Technology Enhanced Learning Accreditation Standards (TELAS) are a set of internationally benchmarked standards designed to assess the quality of online learning, particularly in relation to the tertiary sector. They provide institutions with the means to assess and evaluate the affordances of their online learning environments and thereby guide quality enhancements.
The next TELAS Reviewer Certification Workshop is now open for registration.
Location: The workshop will be conducted at The University of Sydney
Date: Wednesday April 9
Time: 9-4.30pm (AEST)
Cost: $385 (members); $535 (non-members – includes 12 month ASCILITE membership fee). All incl. GST
Cost includes food.
Please direct any queries and/or expressions of interest to TELAS admin: admin@telas.edu.au
Further information: https://telas.edu.au/becoming-a-reviewer/workshops/
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CRADLE Seminar Series: What is the role of GenAI in effective feedback? A recognition based framework
Wednesday 9 April 2025 2.00pm - 3.30pm (AEST)
In this seminar we hear from CRADLE researchers Dr Tom Corbin and Associate Professor Joanna Tai, along with Monash University's Dr Gene Flenady as they present their latest research in GenAI and feedback.
Generative Artificial Intelligence (GenAI) systems demonstrate impressive feedback capabilities. However, claims to its potential overlook a fundamental aspect of effective feedback between humans: recognition between teacher and student. In this seminar, we will critically examine the role of GenAI in higher education feedback, drawing on both the established feedback literature and philosophical work on recognition. In doing so we will introduce a novel framework distinguishing between “recognitive” and “extra-recognitive” feedback, which offers a means of appropriately integrating GenAI into pedagogical practice.
Effective feedback is predicated on trusting and respectful relationships, which are in turn grounded in mutual recognition of shared vulnerability and agency. GenAI systems, lacking the capacity for genuine recognition, operate outside of this relational framework. Therefore, while valuable, GenAI feedback cannot fully replicate the pedagogical efficacy of human-provided feedback. These limitations may, however, at the same time offer unique pedagogical opportunities. For example, GenAI systems could provide a unique environment for students to receive and engage with feedback, which may help students build confidence and prepare for more meaningful engagement in recognitive feedback practices with peers and teachers.
Further information: https://aus01.safelinks.protection.outlook.com/?url=https%3A%2F%2Fus18.m...
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The Prevention Imperative: NZ Universal Wellbeing Conference 2025 – Call for Speakers & Early Bird Registrations are now open!
Abstracts close 4 July 2025.
The Prevention Imperative: New Zealand Universal Wellbeing Conference 2025 is a landmark event organized by the FREE Research & Educational Equity Trust (Charitable 50012761) and FREEDOM Wellbeing Institute, with sponsorship from the New Zealand Curriculum Design Institute I Te Wānanga Hoahoa Mātauranga Aotearoa.
This conference brings together researchers, educators, policymakers, and wellbeing practitioners to explore evidence-based prevention strategies that support schools, workplaces, businesses, and communities. The event will feature leading speakers, interactive workshops, and real-world case studies designed to drive proactive, sustainable wellbeing frameworks.
Call for Speakers Now Open – Researchers, educators, and practitioners are invited to submit abstracts related to the Universal Wellbeing Model (UWM).
Early Bird Registrations Now Open – Secure your spot today for this leading evidence-based wellbeing conference.
Further information: Visit: www.freedom-ihe.ac.nz/wellbeing-events/the-prevention-imperative-new-zea... Email:
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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). Click on the link to complete the short survey.
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 who would be interested in participating.
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 online first articles in Higher Education Research and Development
Visual university studies since the Cold War: mapping journal articles published in Englishes from 1992 to 2023, Dina Zoe Belluigi, https://doi.org/10.1080/07294360.2025.2472854
Students’ teamwork behaviour in multidisciplinary student teams: an ethnographic case study, Roosmarijn van Woerden, Merel M. van Goch, Sandra G. L. Schruijer & Iris van der Tuin, https://doi.org/10.1080/07294360.2025.2468394
Navigating dual narratives: the lifestories of successful women leaders in higher education, Mohammad Noman, Amrita Kaur, Jahirul Mullick & Haoting Wang, https://doi.org/10.1080/07294360.2025.2476537
Generative artificial intelligence as an enabler of student feedback engagement: a framework, Ying Zhan, David Boud, Phillip Dawson & Zi Yan, https://doi.org/10.1080/07294360.2025.2476513
Collaboration activities in pedagogical development programmes in higher education: what do teachers learn from this? M. Vreekamp, P. Runhaar, J. Gulikers & P. den Brok, https://doi.org/10.1080/07294360.2025.2472840
The two-lane road to hell is paved with good intentions: why an all-or-none approach to generative AI, integrity, and assessment is insupportable, Guy J. Curtis, https://doi.org/10.1080/07294360.2025.2476516
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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.