CRADLE Honorary Professor David Carless shares his thoughts on how evaluative judgement and feedback literacy can help learners to develop autonomy and take responsibility for their own learning – two important attributes for lifelong learning.
As we get closer to a well earned holiday break, we close our 2017 blog postings with our first CRADLE team video, and news of our latest publishing deal.
Summer is here, and we are pleased to announce Vice-Chancellor’s teaching awards and another $100K grant success for CRADLE researchers.
Over the past year, CRADLE’s Director Prof. David Boud and Associate Director A/Prof. Phillip Dawson have been part of the project team for the Feedback for Learning project, in conjunction with Monash University and the University of Melbourne. Project lead and CRADLE collaborator A/Prof. Michael Henderson (Monash University) has recently published a piece in The […]
You might’ve heard CRADLE people say something like “Feedback is only feedback if it leads to change.” That’s all well and good, but how can we actually ensure change happens? In this webinar recording, I share some findings and thinking from our Office for Learning and Teaching project Feedback for Learning: Closing the Assessment Loop about how […]
To cite this article: Sridharan, B., Deng, H., & Kinshuk. (2014). Does supply always come on the heels of demand? Matches and mismatches in e-learning. Issues in Educational Research. Issues in Educational Research, 24(3), 260-280. Retrieved from http://www.iier.org.au/iier24/sridharan.html This paper highlights the need for understanding and aligning preferences of learners with respect to pedagogies, technologies, […]
In September 2017, I was privileged to give a keynote presentation as a CRADLE Fellow at the TEQSA Higher Education Service Assessment and Review summit, held in Melbourne. The summit featured a number of presentations led by very senior academics: Emeritus Professor Kwong Lee Dow, Patron of the Higher Quality Network; Emeritus Professor Sheelagh Matear, […]
Higher education staff would be familiar with the common concern that students don’t make use of feedback intended to help them improve their work. Many researchers have worked on this puzzle over the last decades and found various factors that seem to influence when and why students make productive use of feedback (for an overview […]
CRADLE researchers are looking forward to a busy and collaborative 2017-2018 courtesy of 4 newly awarded research grants. As a result we welcome Ms Katie Priestly to the team as our new Research Associate. Rola Ajjawi and Margaret Bearman are collaborating with project leads from Eastern Victoria General Practice Training on a $150K grant looking […]
The title of the news post hooked me. “A Cambridge Professor says study drugs should be sold over the counter.” The by-line reeled me in. “A third of students say they’ve taken them.” The use of so-called ‘study drugs’ is the focus of my CRADLE fellowship, and forms part of my broader research program which […]