Items with category:Opportunities
Apply for a Deakin-Coventry Cotutelle Scholarship Now!
12 April 2024
Apply for a Deakin-Coventry Cotutelle Scholarship Now! Research feedback with Professor David Boud of CRADLE and Dr Sian Alsop from Coventry University. Submit your interest by Monday April 29.
Apply for a 2024 PhD Scholarship Now!
2 February 2024
Applications for Deakin University Postgraduate Research Scholarships for 2024 are now open! This is your opportunity to undertake a PhD with CRADLE. If you’re a domestic or international student interested in assessment and/or digital learning, come and study with us at CRADLE! Expressions of interest must be in by 5pm Monday 4 March 2024.
Help us in our research: Complete our health professions survey
6 October 2023
Are you a health professional involved in assessment of practice-based learning? If so, you can help us in our research. As part of an ACEN grant we are exploring what inclusive assessment of practice-based learning for health professionals might look like. Take our survey now!
Exciting opportunity for two AI Research Fellows at CRADLE
22 September 2023
We have an exciting opportunity for two Research Fellows to work on a two year program of research ‘Assessment in a time of genAI’ at CRADLE. 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. Apply now!
New CRADLE PhD Scholarship in AI: Deakin-Coventry Cotutelle
18 September 2023
CRADLE are pleased to announce a new PhD scholarship opportunity, a Cotutelle between Deakin and Coventry Universities. The area of study will be the impact of artificial intelligence on inclusive assessment, and the lead supervisors will be Dr Joanna Tai from Deakin and Dr Dimitar Angelov from Coventry. Apply now!
Call for papers: Reconsidering authenticity in assessment
1 August 2023
The discourses of artificial intelligence, academic integrity, and equity have prompted renewed focus on authenticity in assessment. We are looking for papers that reconsider the role of authenticity in assessment for a special issue of Teaching in Higher Education.
