Items with category:Reflections
Review: An increasing role for theory in academic integrity research and practice: Some Psychology studies, statistics and stories – CRADLE Seminar Series #6: Review by Associate Professor Nick Milne
20 July 2022
Deakin University’s Associate Professor Nick Milne examines theory driven questions in academic integrity in his review of our latest seminar by Dr Guy Curtis.
Monologues v. questions at conferences: how are they perceived? – observations of early career researchers
11 July 2022
In this post we hear from CRADLE PhD student Ameena Payne as she introduces her joint publication in EduResearch Matters ‘Academics, we need useful dialogues not monologues’. The publication discusses the experience of question time at the Higher Education Research and Development Society of Australasia (HERDSA) conference 2022.
Developing students’ evaluative judgements: pedagogical activities and practices – CRADLE Seminar Series #5: Review by Ameena L. Payne
14 June 2022
In this post CRADLE PhD student Ameena L. Payne reviews our latest seminar by CRADLE's very own PhD graduate Dr Abbas Mehrabi Boshrabadi and PhD student Juan Fischer. Ameena highlights the three interrelated components of Evaluative Judgement, and learns how the theory of practice architectures fits in.
New directions in feedback seeking research and practice – CRADLE Seminar Series #4: Review by Bianka Malecka
17 May 2022
In this post Bianka Malecka, a CRADLE PhD student researching the field of feedback herself, reviews our latest seminar by Professor David Carless, University of Hong Kong. Bianka highlights some of the more poignant outcomes related to solicited feedback, motivators and barriers.
Re-Imagining Exams: how do assessment adjustments impact on inclusion?– CRADLE Seminar Series #2: Review by Dr Juuso Nieminen
28 March 2022
In this informative review, Dr Juuso Nieminen reflects on Dr Joanna Tai’s seminar of 15 March 2022. Juuso details important messages arising from Joanna’s work on assessment adjustments and inclusion, and the need for more inclusive assessment practices and the significance of co-creation of assessment design. Juuso is an Assistant Professor at the University of Hong Kong and his research interests include student-centred assessment design, feedback literacy and assessment for inclusion.
Open Textbooks expert panel ignites online discussion – CRADLE Seminar Series 5 Oct 2021: Review by Dr Sarah Lambert
14 October 2021
Following a highly interactive expert panel session ‘Open Textbooks in Australia: updated, localised, inclusive’, CRADLE...
