* HERDSA Webinar: Exploring nudging, ‘the nudge protocol’, and the fine line between nudging and nagging in online-learning in Higher Education
* CRADLE Seminar Series - 'Authentic assessment in undergraduate science: A critical realist perspective'
* 4 badges now available for the CAUT MOOC
* TEQSA & CRADLE Implications of Generative AI for Higher Education webinar - 'Generative AI: what do researchers need to know?'
* New online first articles in Higher Education Research and Development

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

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HERDSA Webinar: Exploring nudging, ‘the nudge protocol’, and the fine line between nudging and nagging in online-learning in Higher Education
Friday 28th July 2023, 12.00-1.00pm AEST

There is great satisfaction in developing engaging materials and learning environments in preparation for a new cohort of online learners. However, albeit with the best-laid plans and intentions, we often find that within the first few weeks of semester a group of students have ‘not engaged’, and others have evidenced ‘low engagement’. This presentation shares a proactive strategy some HE teachers have embraced to increase students’ engagement by “nudging”, particularly low or non-engaged, students. “A nudge is an attempt to alter students’ behaviour by reinforcing the importance of critical content, assessment-linked activities, or key resources”. The webinar starts by outlining details on the phenomenon and background of nudging, before inviting you to join her in working through applying/considering the ‘nudge protocol’ with one of your subjects or courses. Finally, discussion is invited regarding the fine line between nudging and nagging in online-learning.

PRESENTER: Dr Alice Brown
Dr Alice Brown is a Senior Lecturer in the School of Education at the University of Southern Queensland (UniSQ), with over twenty years’ experience in exemplary teaching in higher education (HE). At a national and international level, Alice is committed to leading and mentoring others, including academics, and learning designers in HE, on strategies for planning, developing and designing innovative and meaningful learning environments that enhance online student engagement, and at a national and international level evidences a commitment to leading and mentoring others, including academics, and learning designers in HE, on strategies for planning, developing and designing innovative and meaningful learning environments that enhance online student engagement. Alice is the recipient of numerous awards, including the UniSQ Excellence in Teaching Award for Online Learning Innovation. Alice has a strong track record of successful SoTL fellowships, grants, and leading and working in research multi-disciplinary research teams. With over 1100 citations and 37 publications, Alice’s research and publications have gained increased traction in advancing online engagement in the HE sector and shaping industry knowledge and teaching practice that is responsive to change in solving problems, including work focussed on methodological innovation in the use of nudging and course learning analytics.
Alice was recently elected onto the Executive committee for (HERSDA), where her commitment is focussed on Professional Learning, particularly in supporting new scholars and promoting the value of the SOTL modules.

Further information: https://www.herdsa.org.au/herdsa-webinar-series

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CRADLE Seminar Series - 'Authentic assessment in undergraduate science: A critical realist perspective'
2pm, 12 July 2023

This seminar is presented by visiting academic Associate Professor Mags Blackie, Centre for Higher Education Research, Rhodes University, South Africa and Deakin's Dr Robyn Yucel, Deakin Learning Futures.

Designing authentic assessment for generalist degree programs such as the Bachelor of Science is challenging. Assessment should be authentic to the task types and contexts where graduates will apply their knowledge and skills in their future work and community interactions. Assessment tasks such as laboratory reports are authentic to scientific research; however, given the diversification of science graduate destinations, the vast majority of B.Sc. graduates in Australia (Palmer et al. 2018) and South Africa (Blackie 2019) do not engage in scientific research practice in their future careers. What can students draw from scientific practice that is transferable to contexts other than scientific research, and how can this be authentically assessed?

In this seminar, we argue that students can develop an understanding of the nature, process and culture of science through reflecting on the practice of science and the epistemic status of the knowledge it produces (Blackie 2022; Yucel in press). A critical perspective on the scientific enterprise challenges the dominant mode of teaching which implies that science is an untouchable canon of knowledge (Blackie 2022). Roy Bhaskar’s critical realist framework of ontological realism, epistemological relativism, and judgemental rationality (Bhaskar 1975) supports a nuanced perspective on science that aligns with the views of scientists (Yucel 2018) and is thus useful to inform the teaching and learning of a critical perspective on science. This seminar focuses on how science academics could draw on their own scientific research to inform the design of authentic assessment that build students’ understanding of the nature, process, and culture of science. Drawing on data generated through conversation with science academics, we will show the importance of reflecting on practice to inform teaching and assessment in science.

Associate Professor Mags Blackie is an associate professor in the Centre for Higher Education Research, Teaching and Learning at Rhodes University in South Africa. She holds a PhD in chemistry from the University of Cape Town and a PhD in education from Stellenbosch University. She has research interests in medicinal chemistry and tertiary STEM education.

Dr Robyn Yucel is Associate Director, Learning Innovation at Deakin University, Melbourne, Australia. She holds a PhD in Higher Education from Deakin University. Robyn’s research is informed by the meta-theoretical perspective of critical realism, which she uses to explore science academics’ views about the Nature of Science. She uses Margaret Archer’s morphogenetic approach to explore the phenomenon of curriculum change in higher education through a study of the interplay between structure, culture and agency.

This presentation will be held at Deakin Downtown, Level 12, Tower 2, 727 Collins Street, Docklands and online.

Further information: https://www.eventbrite.com.au/e/cradle-seminar-series-authentic-assessme...

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4 badges now available for the CAUT MOOC
17 July 2023 – 10 December 2023

The Contemporary Approaches to University Teaching free massive open online course (MOOC) now offers 4 digital badges! Completing any of the four pathways of study can earn you a digital badge:
* New to teaching
* Enhancing student learning
* Enhancing your teaching
* Leading learning and teaching

Enrol now to start 17th July! https://lnkd.in/g34UUJrd

Further information: agnes.bosanquet@mq.edu.au

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TEQSA & CRADLE Implications of Generative AI for Higher Education webinar - 'Generative AI: what do researchers need to know?'
11am - 12.30pm, 18 July 2023

This series of webinars addresses what is known at present about generative Artificial Intelligence (genAI), implications for learning, teaching and assessment and how such technologies might transform higher education into the future.

The emergence of genAI is shifting research practices in new and unforeseen ways. For those who conduct research and train researchers, it presents a conundrum: how to take advantage of its affordances while guarding against poor use or even misuse? This webinar explores the potential and pitfalls of genAI with respect to research and research training. Our panellists draw from across disciplines to share their insights on what researchers and research students need to know.

Facilitated by Professor Margaret Bearman, CRADLE and with an introduction from Professor Peter Coaldrake AO, Chief Commissioner, TEQSA.
Join our panellists for some thought-provoking discussions

Professor Matt Kuperholz is an Adjunct Professor with Deakin Business School and an artificial intelligence scientist and advisor with over 30 years experience in the field. He is formally trained in actuarial science and computer science. Matt is thrilled to have been recognised as a leader in his field and is considered one of Australia's leading AI scientists.
Dr Nitya Phillipson is co-convenor of the research integrity SIG for the Australasian Research Management Society (ARMS) and has extensive experience in managing research ethics and integrity and high-profile investigations into research misconduct. Nitya is interested in the human side of research integrity and the exciting advancements in open sciences, AI ethics and sustainable research practices.
Dr Simon Knight is Director the University of Technology Sydney, Centre for Research on Education in a Digital Society (UTS:CREDS), previous co-editor-in-chief of the Journal of Learning Analytics, and recent Australian Research Council, Discovery Early Career Award Fellowship (ARC DECRA). He has developed approaches to design learning analytics, particularly for writing. His recent work investigates how people learn to ethically navigate uncertainty, disagreement, and evidence.

Professor Justin Zobel is a Redmond Barry Distinguished Professor in the School of Computing and Information Systems and Pro Vice-Chancellor (Graduate and International Research), in which role he oversees the University’s graduate research training and international research partnerships. In the research community, Professor Zobel is best known for his role in the development of algorithms for efficient web search and for his contributions to robust research methodologies, and is the author of three highly regarded textbooks on graduate study and research practice.

Further information: https://www.eventbrite.com.au/e/generative-ai-what-do-researchers-need-t...

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New online first articles in Higher Education Research and Development

Common misunderstandings of phenomenographic research in higher education, Gerlese S. Åkerlind, https://www.tandfonline.com/doi/full/10.1080/07294360.2023.2218804

What makes scientists collaborate? International collaboration between scientists in traditionally non-central science systems, Lili Yang, Yusuf Ikbal Oldac & Jacob Oppong Nkansah, https://www.tandfonline.com/doi/full/10.1080/07294360.2023.2218803

Settler nation-building through immigration as a rationale for higher education: a critical discourse analysis, Lisa Ruth Brunner, https://doi.org/10.1080/07294360.2023.2193732

Internationalization of higher education in tumultuous times: transformative powers and problems in embattled Ukraine, Anatoly Oleksiyenko, Ielyzaveta Shchepetylnykova & Uliana Furiv, https://doi.org/10.1080/07294360.2023.2193727

A caring transformation of international education: possibilities, challenges and change, Andrew Deuchar & Radhika Gorur, https://doi.org/10.1080/07294360.2023.2193726

Humanising the internationalisation of higher education: enhancing international students’ wellbeing through the capability approach, Hannah Soong & Vihara Maheepala, https://doi.org/10.1080/07294360.2023.2193730

Students’ changing conceptualizations of university internationalization in Australia, Samantha Marangell & Giuseppe D’Orazzi, https://doi.org/10.1080/07294360.2023.2193725

Academic staff on their engagement with curriculum internationalisation: an organisational change perspective, Franka van den Hende & Jan Riezebos, https://doi.org/10.1080/07294360.2023.2193724

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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.