Higher Education Research and Development Society of Australasia
You are here
* HERDSA Webinar - Student engagement in employability-building activities and the role of personal career resources in securing work
* Call For Expressions of Interest for Editor(s) of HERDSA Connect Blog
* New Scholarship of Teaching and Learning Special Interest Group Initial Meeting
* HERDSA Webinar - Evidence-informed peer review of educational practice: A hands-on approach - Part 1
* TEQSA and CRADLE genAI Webinar #5 - Assessment Reform for the Age of Artificial Intelligence
* ICED Conference will be in Kenya in June 2024! Abstract Submission Now Open
* CRADLE International Research Symposium 2023 "Re-orienting authentic assessment for an unknown future"
* Job opportunities - Research Fellows, Centre for Research in Assessment and Digital Learning, Deakin University
* Cotutelle Scholarship Opportunity - Deakin University and Coventry University
* TELAS Reviewer Certification workshop BRISBANE Register Now
* Invitation to participate in research on assessment of practice-based learning in the health professions
* 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
To unsubscribe or change your email details see http://mailman.anu.edu.au/mailman/listinfo/herdsa
==============================================================================
HERDSA Webinar- Student engagement in employability-building activities and the role of personal career resources in securing work
Thursday 12th October, 2023 1.00 to 2.00pm AEST
This webinar presents findings from a HERDSA grant which explored higher education student engagement in activities intended to develop employability. It draws on survey and focus group data gathered from recent graduates to consider levels of engagement and the role of personal agency and socio-cultural, structural and institutional factors. Further, it considers how personal career resources, such as social career support networking, cultural capital, career confidence, career insights and professional clarity, can support students in securing graduate-level employment. The researchers will reflect on the findings and opportunities for the sector to better support students in realising their career goals.
Further information: https://www.herdsa.org.au/herdsa-webinar-series
----------------------------------------------------
Call For Expressions of Interest for Editor(s) of HERDSA Connect Blog
Due date 12th October 2023
The HERDSA Executive is seeking Expressions of Interest the position of Editor(s) of the HERDSA Connect Blog. The HERDSA Connect Blog offers comment and discussion on higher education issues; provides information about relevant publications, programs and research and celebrates the achievements of our HERDSA members. The HERDSA Connect Blog links members of the HERDSA community in Australasia and beyond by sharing branch activities, member perspectives and achievements, book reviews, comments on contemporary issues in higher education, and conference reflections. Members are encouraged to respond to articles and engage in ongoing discussion relevant to higher education and aligned to HERDSA’s values and mission.
The HERDSA Connect Blog aims to inspire, connect and inform researchers, developers and practitioners in the Australasian higher education sector and inspire both members and non-members to become involved with the HERDSA community by providing an opportunity for less formal publication and discussion on inspirational practices, projects, resources, research, successes and ideas.
The appointment will be for six months initially, commencing 1 November 2023. Applications will be considered from both individuals and small teams.
Expressions of interest should
1. State clearly applicant’s proposed editorial approach
2. Indicate the roles of individuals within the team (if you are submitting a team application)
The following criteria must also be addressed:
1. Experience in editing and publishing online and awareness of the issues and challenges associated with editing a public blog.
2. Graphic design experience and html coding knowledge.
3. Commitment to member engagement.
4. Project management skills and expertise.
5. A strong reputation in research and publication across the higher education sector.
6. Commitment to the HERDSA goals of HERDSA.
7. Membership of HERDSA.
Members of the HERDSA Executive will be happy to respond to any initial inquiries. Further information can be obtained by contacting the Chair of the Selection Committee - Professor Katrina Strampel.
Written expressions of interest should be brief, address the selection criteria (max 2 pages) and include a Curriculum Vitae. Submissions must be received by 12 October 2023 – 5.00pm AEST and sent to office@herdsa.org.au. An acceptance of your submission will be sent via email to you. If you do not receive this please contact the HERDSA office before the closing date.
Professor Katrina Strampel
HERDSA Vice-President
Email: k.strampel@ecu.edu.au
----------------------------------------------------
New Scholarship of Teaching and Learning Special Interest Group Initial Meeting
20 October
Online meeting - Introducing the Scholarship of Teaching and Learning Special Interest Group: Do YOU speak SoTL?
Please join us as we launch the newest HERDSA Special Interest Group. If you are intending to join the meeting, we ask that you complete the online survey before the meeting. Survey link https://forms.office.com/r/unvuzLU2PE. The data will assist us to gauge the SoTL experience and needs of the participants.
Facilitators: A/Prof Deb Clarke, Dr Trisha Poole, Sue Sharpe
When: October 20th 2023 12noon-1.00pm Australian Daylight Saving Time
Where: https://usq.zoom.us/j/87412274293?pwd=LzBZaGFDdmw2NVM5ZUMwZ1h0VEpTQT09
What: As the initial SOTL SIG meeting we will explore the aims, focus and operational procedures of the SIG, in addition to examining participants’ current understandings of and experience in SoTL.
- Session outline
- Welcome & Introduction
- Explain shared distributed model of facilitation and active engagement approach
- Show/discuss findings of pre-poll - who we are as a group
- Explain the quadrants of a theoretical scholarship model
- Identify the location of participants in the quadrants (live poll)
- Briefly discuss poll findings and link the quadrants to who we are and SoTL definition
- Introduce the importance of a shared understanding of SoTL
- Live poll - the definition of SoTL
- Describe and start breakout room for collaborative definition of SoTL
- In breakout rooms: Create collaborative definition of SoTL
- Close meeting and identify next meeting plan goals:
- Present the compiled Miro definitions and present findings
- Collaboratively decide purpose of the SIG
- Identify facilitators for leading the second SIG meeting.
Further information: Deb Clarke dclarke@csu.edu.au
----------------------------------------------------
HERDSA Webinar - Evidence-informed peer review of educational practice: A hands-on approach - Part 1
Tu 24 October, 13:00-14:00 AEDT
Join Dr Alexandra Johnston (University of Melbourne) for this 2-part, interactive series, “Evidence-informed peer review of educational practice: A hands-on approach.”
In the first part of this hands-on series, you will:
● Access an evidence-informed artefact to support your engagement in the interactive workshop sessions.
● Engage in critical approaches to evidence-informed peer review of educational practice to support your teaching growth and development.
● Interact with a peer to provide and receive feedback on teaching based on the principles of feedback literacy.
● Form a safe, informed, and critical community of practice to sustain teaching growth and development across your career in academia.
Details about the second part of the series will be posted in October 2023
Dr Alexandra Johnston (PhD) is a neurodivergent teaching and learning specialist with the Arts Teaching Innovation Team at the University of Melbourne. Alexandra’s PhD explored peer review of teaching in Australian higher education. Her substantive theory, becoming scholarly, is an approach to safeguarding, affording, and sustaining opportunities for academics to develop scholarly teaching capabilities. Alexandra’s central recommendation is that peer review of teaching programs scaffold meaningful conversations about scholarly teaching. These conversations can transform teaching quality in higher education and result in evidence-based knowledge, skills, and behaviours – or scholarly teaching capabilities.
Alexandra holds several qualifications, including a Masters in Applied Positive Psychology, Graduate Certificate degrees in Educational Research and University Teaching, and bachelor’s degrees in education and fine arts. She has extensive experience in a range of educational settings over 25 years and brings both industry practice and academic research skills and knowledge to her work in higher education teaching and research. Alexandra is also a wellbeing science consultant, with experience working with a range of educational providers across the public and private sectors.
Don’t miss out! Register in advance for this workshop. Numbers are capped.*
https://www.herdsa.org.au/herdsa-webinar-series
----------------------------------------------------
CRADLE International Research Symposium 2023 "Re-orienting authentic assessment for an unknown future"
13, 16-17 October 2023
As part of the Symposium, CRADLE is pleased to announce three public events, the first of which is a Keynote Presentation by the University of Oslo’s Professor Crina Damşa, titled “Assessment ‘in-the-wild’? Understanding collaborative learning and the need for authentic assessment".
The second is a panel discussion, “How can we strengthen relationships between authenticity, assessment, and future practice?” with invited panellists Professor Denise Jackson, Edith Cowan University, Associate Professor Kelly Matthews, University of Queensland, Professor Keith Willey, University of Technology Sydney, and Professor David Boud, Deakin University. The discussion will be opened by Dr Joanna Tai and chaired by Dr Mollie Dollinger, Deakin University.
The third event will be a panel discussion on "What is the role of the digital in authenticity of assessment?" with invited panellists Professor Crina Damşa, University of Oslo, Associate Professor Karen Gravett, University of Surrey, Dr Lucinda McKnight, Deakin University, Professor Kevin Ashford-Rowe, Queensland University of Technology. The discussion will be opened by Professor Phill Dawson and chaired by Professor Margaret Beaman, Deakin University.
Further information: https://blogs.deakin.edu.au/cradle/symposium/
----------------------------------------------------
ICED Conference will be in Kenya in June 2024! Abstract Submission Now Open
15 October 2023
Dear Colleagues
We are excited to share details of next year’s ICED Conference. (ICED is the International Consortium for Educational Development, a community of 27 member networks like HERDSA from all around the world)
Conference theme: Advancing Higher Education Ecosystems for Competency Development
Dates: 5th – 7th June 2024
Venue: United States International University Africa, Nairobi, Kenya
The conference call for papers is now open until the deadline of 15th October 2023.
Pre-conference workshops will be held on 4th June 2024 at the same venue. The call to host a pre-conference workshop is coming soon.
We look forward to receiving your papers and welcoming you to Kenya next year.
Full details can be found on the Conference Website: https://iced24.africa/
----------------------------------------------------
Job opportunities - Research Fellows, Centre for Research in Assessment and Digital Learning, Deakin University
Applications due 18 October 2023
This is an exciting opportunity for two Research Fellows to work on a two year program of research ‘Assessment in a time of genAI’ at the Centre for Research in Assessment and Digital Learning. The program consists of two distinct projects which aim to contribute to the field of higher education research, through building a theoretically and empirically grounded body of work exploring the intersection of genAI and assessment.
The overall program of research aims to understand how, in a time of GenAI, higher education assessments can assure, promote and sustain learning across diverse cohorts, whilst enhancing inclusive practices.
The first project investigates assessment design, to examine how assessment can assure and promote learning in the context of increasingly widespread use of GenAI. This project will investigate how the integrity and validity of assessment can be maintained and enhanced when students use GenAI, and how assessment can prepare students for a world where gen AI will be commonplace.
The second project will investigate how students work with GenAI, in relation to the graded and formative tasks they undertake in their courses, with a particular focus on how they make judgements about the quality of work. This qualitative project will use ethnographic methods to follow students through their studies, across traditional and work-integrated learning units.
Applications close on 18 October 2023
Further information: https://careers.pageuppeople.com/949/ci/en/job/544192/research-fellow
----------------------------------------------------
Cotutelle Scholarship Opportunity - Deakin University and Coventry University
Applications close 25 Oct 2023
This is a doctoral cotutelle project between Deakin University (Australia) and Coventry University (United Kingdom).
The successful PhD Student will be awarded a scholarship from Deakin University with the supervision team being drawn from Deakin University and Coventry University. The PhD Student will graduate with two testamurs, one from Deakin University and one from Coventry University, each of which recognises that the program was carried out as part of a jointly supervised doctoral program. The program is for a duration of 4 years and scheduled to commence in December 2023. The student will be working within the Centre for research in Assessment and Digital Learning (CRADLE), Deakin University and the Centre for Global Learning, Coventry University.
The PhD Student is anticipated to spend at least 6 months of the total period of the program at Coventry University, with the remainder of the program based at Deakin University.
The project will examine how artificial intelligence impacts on inclusive assessment practices and feedback. The diversity of students accessing higher education is greater than ever before. Yet universities’ assessment and feedback practices have remained largely unchanged, underpinned by a traditional view of fairness in assessment where “one-size-fits-all". This approach is problematic when principles of inclusion advocate for assessments which offer all students, irrespective of their differences, to demonstrate their learning through tasks which align with their capabilities, and be evaluated accordingly. The rise of artificial intelligence (AI) in teaching and learning opens up new possibilities to remove barriers for non-traditional students and create a level playing field, but incorporating AI may also exacerbate existing inequality or create new forms of disadvantage.
Applications close 25 Oct 2023.
Further information: https://www.deakin.edu.au/study/fees-and-scholarships/scholarships/find-...
----------------------------------------------------
TEQSA and CRADLE genAI Webinar #5 - Assessment Reform for the Age of Artificial Intelligence
Thursday 28 September 2023 3.00pm-4.00pm (AEST)
TEQSA in association with CRADLE presents the fifth webinar in the "Implications of Generative Artificial Intelligence for Higher Education”
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.
Student use of generative AI (genAI), particularly ChatGPT, is becoming increasingly commonplace. The sector must therefore rethink assessment design to ensure students’ work is appropriately represented as their own, but also consider how assessment can prepare students for a world where genAI is ubiquitous.
In mid-August, TEQSA sponsored the Assessment Experts Forum: Rethinking assessment in the age of artificial intelligence. The two-day forum brought together 18 Australian experts, led by Associate Professor Jason Lodge. The purpose was to develop an initial draft of guiding principles to orient the sector towards productive ways of rethinking assessment. The discussion built on participants’ extensive expertise in assessment and educational technology and was followed by consultation with a wider group of experts across Australia.
The draft – two guiding principles and a set of five propositions for assessment in a time of AI – will be presented in the webinar, as part of a continuing conversation.
The panel will present the draft principles, followed by 30 minutes of questions and answers.
Dr Helen Gniel is the Director of TEQSA’s Higher Education Integrity Unit.
Associate Professor Jason Lodge is Director of the Learning, Instruction, and Technology Lab in the School of Education and is a Deputy Associate Dean (Academic) in the Faculty of Humanities, Arts and Social Sciences at The University of Queensland.
Professor Phillip (Phill) Dawson a Professor and Co-Director of the Centre for Research in Assessment and Digital Learning (CRADLE) at Deakin University.
Professor Margaret Bearman is a Professor of Research with CRADLE.
----------------------------------------------------
TELAS Reviewer Certification workshop BRISBANE Register Now
Thursday November 9, 2023
Time: 9am – 3.30pm
Location: The workshop will be conducted in person in Brisbane (Venue TBC)
Cost (ex GST): $300 (members); $450 (non-members – includes 12 month ASCILITE membership fee).
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. To assist with confirmation of numbers please register ASAP. You may register and request an invoice.
For further details and to register, visit the TELAS website. https://www.telas.edu.au/becoming-a-reviewer/workshops/
Please direct any queries and/or expressions of interest to admin@telas.edu.au.
Further information: https://www.telas.edu.au/becoming-a-reviewer/workshops/
----------------------------------------------------
Invitation to participate in research on assessment of practice-based learning in the health professions
18 December 2023
Dear colleagues,
We are exploring what inclusive assessment of practice-based learning for health professionals might look like. We’re interested in perspectives on the necessary skills and capabilities for graduates to succeed in the health professions. We are seeking a wide range of opinions from those involved in practice-based learning – clinical or field placements, workplace learning, professional experiences, and simulation. The people we are interested in hearing from includes but is not limited to clinical supervisors, placement co-ordinators, directors of education in host organisations, and accreditation bodies across Australia and New Zealand.
Participation initially involves completing an anonymous online survey, and is entirely voluntary. The survey will take approximately 15 minutes of your time. Respondents will be entered into a lucky draw to win one of three $100 vouchers. To take the survey, please click here: https://researchsurveys.deakin.edu.au/jfe/form/SV_5nZZGfihbuhYRnM
In late 2023 and early 2024, we will be running workshops aiming to design more inclusive assessment, and will invite those who participate in the survey to join in.
If you know of others who might be interested in participating in this research, please feel free to pass this information onto them.
This study has received Deakin University ethical approvals reference number HAE 23-096, and is supported by an ACEN 2023 Research Grant.
Thank you,
The Research Team
Dr Joanna Tai and Dr Mollie Dollinger (Deakin University)
Prof Lisa McKenna (La Trobe University)
Further information: https://researchsurveys.deakin.edu.au/jfe/form/SV_5nZZGfihbuhYRnM
----------------------------------------------------
New online first articles in Higher Education Research and Development
The added value of exploring course innovations university-wide: an application of a multifaceted analytical course innovation framework, Valentina C. Tassone, Piety Runhaar, Perry den Brok & Harm J. A. Biemans, https://doi.org/10.1080/07294360.2023.2253171
Undergraduate research and students’ learning outcomes: digging into different disciplinary contexts, Xi Hong, Xi Gao, Hamish Coates & Fei Guo, https://doi.org/10.1080/07294360.2023.2246382
Major-based undergraduate curriculum as an obstacle to graduate employability development, Huan Li, Fei Cao & Weiwei Dai, https://doi.org/10.1080/07294360.2023.2258844
Self, other and transformative learning: pre-service teachers’ knowing in a Culture-Writing course at a Chinese university, Daisy Binfang Wu, https://doi.org/10.1080/07294360.2023.2253156
----------------------------------------------------
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.