HERDSA Notices 17 May 2023

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* Research Participation - Mentoring Experiences
* HERDSA Special Interest Group Online Engagement in Higher Education: Upcoming Event
* HERDSA Assessment Quality SIG Webinar on Assessments and Student Identities
* HERDSA CONNECT v.45 No. 1 is now online
* Australian ePortfolio Forum Call for Proposals Open until 22 May
* CRADLE Seminar Series: An ecological interpretation of Hong Kong undergraduates' perceptions of feedback literacy
* TEQSA in association with CRADLE Webinar: The impact of ChatGPT on higher education: what have we learnt?
* New online first articles in Higher Education Research and Development

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HERDSA Special Interest Group Online Engagement in Higher Education: Upcoming Event
Thursday 18th May 2023 1pm - 2pm AEST

The HERDSA Special Interest Group 'Online Engagement in Higher Education' will host an online event focused on learning analytics, specifically:

How do we ‘really’ know if our students are engaged online?
What are the barriers to identifying engagement particularly at a course level?

If you are interested in attending, please register via the link below.

We look forward to seeing you there.

Kind regards,

HERDSA SIG OEIHE Team.

Further information: https://www.eventbrite.com/e/the-value-of-learning-analytics-for-online-...

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HERDSA Assessment Quality SIG Webinar on Assessments and Student Identities

"How does assessments shape students' identities?"

When students enter higher education, they do not simply start ‘learning’ and ‘studying’ but begin a journey of becoming someone new in relation to themselves and to society. It has been claimed that students’ professional identity formation is the key purpose of higher education. However, despite the profound importance of assessment in contemporary higher education, we know little about how assessment shapes students’ identities. This presentation thus discusses the importance of understanding assessment from the viewpoint of student identities.

The presentation revisits the traditional ideal of ‘fair assessment’ that should be equal for all students, regardless of their identities. At the same time, it discusses how assessment shapes these identities, and what the consequences of these social mechanisms are. The presentation draws on both conceptual and empirical analyses.

Speaker:
Dr Juuso Nieminen

Further information: https://www.eventbrite.com.au/e/assessment-and-student-identity-formatio...

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HERDSA CONNECT v.45 No. 1 is now online

The latest issue of HERDSA CONNECT has been published online, v.45 n.1, Autumn 2023

https://www.herdsa.org.au/publications/herdsa-connnect/herdsa-connect-vo...

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Australian ePortfolio Forum Call for Proposals Open until 22 May
The ePortfolio Forum 11-12 October 2023 Dual Delivery.

A variety of interactive sessions will enable new, emerging and experienced educators, learning designers, educational researchers and others to learn more about the place of portfolio practice in emerging, connecting and sustaining learning experiences. The call for proposals includes shortened peer reviewed papers, presentations, group discussions, workshops, posters and 20x20 sessions. All invited - face-to-face at Charles Darwin University and Online.

Further information: More information is available at https://eportfoliosaustralia.wordpress.com/forums/2023-eportfolio-forum-...

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CRADLE Seminar Series: An ecological interpretation of Hong Kong undergraduates' perceptions of feedback literacy
Wednesday 31 May, 2pm AEST

Join us to hear from Dr Ying Zhan of The Education University of Hong Kong who will present the results of her empirical study of Hong Kong undergraduates’ perceptions of competencies to elicit, process and enact feedback.

Recent discussions on student feedback literacy have been primarily conceptual and framed from the perspectives of scholars and educators. Few empirical studies have explored what and how college students conceive of student feedback literacy.
To address this gap, this research explored Hong Kong university students’ conceptions of student feedback literacy. Fifteen Bachelor of Education students were individually interviewed to elaborate on the mind maps they had drawn about student feedback literacy. The data analysis revealed that the participants depicted several feedback competencies required for students to elicit and process feedback but paid scant attention to the competencies needed to enact feedback. Meanwhile, they believed that a feedback-literate student should appreciate the value of feedback and be active, modest, and committed to the feedback process. The participants’ conceptions of student feedback literacy were ecologically influenced by Chinese cultural values, the university learning setting, their prior feedback experiences, and course learning.

The study has provided empirical evidence to support feedback literacy as an ecological agency and shed light on context- and culture-specific feedback literacy. More than this, some tentative relationships among contextual factors, individual factors, feedback competencies and dispositions have been discussed.

This presentation will be held at Deakin Downtown, Level 12, Tower 2, 727 Collins Street, Docklands and online.

Further information: https://www.eventbrite.com.au/e/cradle-seminar-series-undergraduates-per...

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TEQSA in association with CRADLE Webinar: The impact of ChatGPT on higher education: what have we learnt?
5 June 2023, 2pm AEST

You are invited to the third webinar in the 'Implications of Generative Artificial Intelligence for Higher Education' series. This series of webinars addresses what is known at present about generative artificial intelligence (genAI), implications for learning, teaching and assessment and how such technologies might transform higher education into the future.

GenAI, such as ChatGPT, generates comprehensive, complex and generally intelligible textual, image-based and auditory responses to user prompts. Six months after the release of ChatGPT, our expert panel reviews the impact of genAI. We explore how a much-hyped technology is unfolding in reality from institutional governance, regulatory, academic integrity and educational technology research perspectives. Join us to hear from our panellists.

Professor Rowena Harper is Deputy Vice-Chancellor (Education) and Professor at Edith Cowan University. An active researcher, she is perhaps best known for her work in academic integrity, but has also researched in educational development in digital learning environments, and English language and communication development.

Professor Simon Buckingham Shum is Professor of Learning Informatics at the University of Technology Sydney, where he serves as Director of the Connected Intelligence Centre. Working in close partnership with faculties using human-centred design methods, his team pilots, evaluates and scales data-driven web apps to provide personalised feedback, used by >35K UTS students.

Professor Phillip (Phill) Dawson is a Professor and Co-Director of the Centre for Research in Assessment and Digital Learning (CRADLE) at Deakin University, where he researches assessment, feedback and cheating. His most recent books include Defending Assessment Security in a Digital World (Routledge) and the co-edited volume Re-imagining University Assessment in a Digital World (Springer).

Dr Helen Gniel is the Director of TEQSA’s Higher Education Integrity Unit. The unit was established in January 2021 to identify threats to the integrity of Australia’s higher education system, as well as avenues to support the sector to mitigate these risks.

Professor Margaret Bearman is a Research Professor in the Centre for Research in Assessment and Digital Learning (CRADLE). She focuses on higher and professional education with interests in assessment design, feedback and education in a digital world.

Further information: https://www.eventbrite.com.au/e/the-impact-of-chatgpt-on-higher-educatio...

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Research Participation - Mentoring Experiences

We are looking for participants to complete a CAULLT funded research to explore the experiences of mentors and mentees who participated in the HERDSA or ASCILITE mentoring program. The anonymous online survey takes no more than about 10 minutes. Please use the link to see the participation information sheet and survey

Further information: https://unsw.au1.qualtrics.com/jfe/form/SV_equkYdD3YtUdWmi

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New online first articles in Higher Education Research and Development

Using social connection to drive engagement in emergency remote teaching and learning Corina Raduescu, Angela Hecimovic & Janine Coupe, https://doi.org/10.1080/07294360.2023.2203471

Exploring academics’ beliefs about interdisciplinary research collaboration and their influences on collaborative practices: a mixed-method study in China, Jia Zhang, Sipei Xu & Qinan Huang, https://doi.org/10.1080/07294360.2023.2203468

Doctoral students’ perceptions of assessment ethics: a phenomenological approach in the context of Iran, Ali Darabi Bazvand, Afsheen Rezai & Mola Miri, https://doi.org/10.1080/07294360.2023.2203466

Also sharing a podcast by David Carless on his recent HERD article "Teacher feedback literacy, feedback regimes and iterative change: Towards enhanced value in feedback processes", see https://podscholars.com/podcasts/teacher-feedback-literacy-feedback-regi...

https://twitter.com/HERDJournal
https://www.linkedin.com/company/herdjournal

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In the spirit of reconciliation HERDSA acknowledges the Traditional Custodians of country throughout Australasia and their connections to land, sea and community. We pay our respect to their Elders past, present and emerging.