Items with category:Seminar Review
Context matters! How to design self-assessment students can actually use
In this post CRADLE PhD student Kaiyu Huang reflects on our seventh seminar for 2026, ‘Designing self-assessment students can actually use’. In this seminar, Associate Professor Juan Fraile explored how formative self-assessment can be designed as a practical route into students’ self-regulated learning. Kaiyu finds context and supporting students are important in designing self-assessment.
Find out how to embrace educator doubt and uncertainty
In this post, CRADLE PhD student Xin Liu reflects on our sixth seminar for 2026, 'Are you afraid of the doubt? Educator uncertainty in fully online programs'. In this seminar Professor Mollie Dollinger unpacked what educator uncertainty means for fully online programs in an age of generative AI and asked, ‘Are you afraid of the doubt?’. Xin finds that embracing honesty can help educators manage doubt.
Validity and authenticity: How to treat cognition and AI
In this post, CRADLE PhD student Sky Kusumastuti offers her reflections on our fourth seminar for 2026, ‘Entangled intelligence? Distributed cognition, AI agents, and assessment validity’. This seminar challenged the audience to consider some difficult questions around assessment and GenAI, while acknowledging that we may not know the answers yet.
Beyond grades: the depth of the challenge universities face
In this post, CRADLE PhD student Lincoln Then James offers his reflections on our third seminar for 2026, ‘Is it time to move beyond grades?’ After situating grades in their historical context, this presentation challenged attendees to reconsider long-held beliefs about grades and whether there is still a place for grades in today’s universities.
All about balance? How to prepare graduates for the AI-evolving world (of work)
In this post, CRADLE PhD student Siham AbuKhalaf reflects on the critical question of our second seminar for 2026: Unknowable Futures: Preparing Graduates for an AI-Evolving World (of Work). In a world shaped by AI, what should higher education actually prepare students for?
A provocation: the manifesto for feedback
In this post, CRADLE PhD student Siham AbuKhalaf reflects on the timely and salient messages of our first seminar for 2026: Manifesto for feedback in the age of AI. The topics are closely aligned with Siham's own research areas whereby she is investigating the relationship between AI, authentic assessment, and student motivation.
