CRADLE Seminar Series 2026
Upcoming Seminars for 2026
Seminar #7: 16 September 2026
Seminar #8: 14 October 2026
In this seminar Associate Professor Juan Fraile of the Universidad Francisco de Vitoria (Spain) will explore how formative self-assessment can be designed as a practical route into students’ self-regulated learning.
The seminar will argue that effective feedback is not simply information transmitted by the teacher, but a process that depends on what learners do with that information. This shifts attention from the amount of feedback teachers provide to the quality of the learning actions that feedback makes possible.
This year’s CRADLE International Symposium, ‘Beyond grades: Reimagining how student achievement is recognised in higher education’, seeks to pave the way for innovative approaches to showcasing what students have learned. As a pivotal highlight of the Symposium program, we are pleased to invite you to an interactive public panel event.
The panel will discuss how the future of higher education might look like if the sector was to rethink grading.
Last seminar of 2026:
Seminar #9
11 November 2026
Completed Seminars
#1: 18 February 2026
In our first seminar for 2026, Professor Margaret Bearman facilitated a discussion with some of the team that created the Manifesto for feedback in the age of AI.
#2: 18 March 2026
Dr Danni Hamilton, Associate Professor Lauren Hansen, and Professor Phillip Dawson shared six curriculum-wide recommendations to prepare graduates for the AI-evolving world (of work).
#3: 15 April 2026
In this seminar CRADLE’s Dr Juuso Nieminen asked why higher education systems continue to use grades despite plenty of evidence on how they don’t work, and whether we should now move on.
#4: 13 May 2026
Professor Jason Lodge considered whether generative AI is fundamentally restructuring how students think, and asked what this might mean for assessments and assessment validity.
#5: 26 May 2026
In this seminar, the University of Oxford’s Kelly Webb-Davies outlined Voice-First Written Assessment – a two-stage assessment model designed in response to the evidentiary crisis that generative AI poses for educators assessing students’ ideation and reasoning.
#6: 15 July 2026
In this seminar, Curtin University’s 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?’
