Items with Tag: Reflections
Read how two visiting students found their trip to CRADLE
13 June 2024
CRADLE welcomed international PhD students Leire Pinedo and David Zamorano to Deakin University in June 2024. Both study at the University de Deusto in Spain and are supervised by CRADLE Honorary Professor Ernesto Panadero. In this post we hear about their experiences during their visit and CRADLE Associate Research Fellow Laura Hughes reflects on the highlights of Leire and David's research presentations.
Food, ruins and keynotes: CRADLE team reflect on international visits
14 May 2024
Recently three CRADLE members were invited to visit various international institutions: Dr Joanna Tai to Quality and Qualifications Ireland in Dublin, Professor Phillip Dawson to the Education University of Hong Kong, and Professor Margaret Bearman to the University of Hong Kong. Hear about their experiences and what they learned.
Phill Dawson reflects on the TEQSA 2023 Conference
31 January 2024
In our first post for 2024 Professor Phill Dawson, Co-Director of CRADLE, reflects on the TEQSA 2023 conference. The theme was Reshaping higher education. Phill was involved in the development of key guidelines for assessment reform in the age of AI, which were unveiled at the conference.
How to find a PhD supervisor
8 December 2023
How do you find a PhD supervisor? CRADLE's Joanna Tai has some personal reflections and tips to help.
Review: CRADLE Seminar Series #4 2023 — Assessment and student identity formation
21 April 2023
CRADLE's Ameena L Payne, Anastasia Umarova and Jessica Lees along with Deakin PhD student Angen Kisworo review CRADLE's latest seminar, Assessment and student identity formation: Becoming a (dis)abled student through assessment by Juuso Nieminen.
Review: CRADLE Seminar Series #3 – CRADLE Book Launch
22 March 2023
Deakin University’s Dr Mollie Dollinger, Senior Lecturer, Deakin Learning Futures and CRADLE member, reviews CRADLE’s most recent book launch seminar, ‘Assessment for Inclusion in Higher Education: Promoting Equity and Social Justice in Assessment’.
