* Call for Nominations to the HERDSA Executive for 2021-2023
* HERDSA 2021 Conference - Early bird registration
* HERDSA Heroes in Higher Education Awards
* Authentic Assessment for skill development as well as content learning
* Immersive Learning Research Network 2021 Conference – Final extension to main-round submission deadline
* Job opportunity (x2): Instructional Designer (fixed-term)
* Scholarship Opportunity in Assessment in Higher Education - CRADLE, Deakin University
* Invitation for Research Participation - Pandemic Pedagogy: Putting the Best Practices to the Test
* New online first articles in Higher Education Research and Development

To submit an announcement for this list complete the online form at http://herdsa.org.au/herdsa-notices

A full list of HERDSA Notices is online at http://www.herdsa.org.au/latest-news

To unsubscribe or change your email details see http://mailman.anu.edu.au/mailman/listinfo/herdsa

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Call for nominations for HERDSA Life Memberships

Closing Date: Friday 12th March 2021

HERDSA life Members are individuals who have made a substantial, prolonged contribution to HERDSA through their service to the Society and/or have made a distinguished contribution to higher education. We are pleased to count many significant contributors in our list of life members (http://herdsa.org.au/content/life-members).

The HERSDA Executive is now calling for nominations for new life members. The Executive will review nominations and elect up to two new life members who will be recognised at the 2021 conference.

To nominate an outstanding individual for HERDSA Life Membership, please forward a short statement detailing the following:
• Name and Email of Nominee
• Name and Email of Proposer
• Statement of outstanding Contribution to HERDSA and/or higher education (approx. 500 words)

Please forward to office@herdsa.org.au by Friday 12th March 2021

Further information: office@herdsa.org.au

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Call for Nominations to the HERDSA Executive for 2021-2023
Closing date 5pm AEST 5th March 2021

This is a call for nominations for HERDSA Executive positions for the period July 2021 – July 2023.

The current HERDSA Executive will complete a two-year term at the end of June 2021 and all positions (except the President) are declared vacant.

The Executive consists of a President, President-elect (1-year term), conference convenor and eight elected members. The positions of Vice-President and Treasurer are determined within the Executive. Members of the Executive become members of one of the four portfolios: Secretariat, Publications, Professional Development and Networks. The portfolios are supported by a number of Officers of HERDSA.

The full information is available on the HERDSA website at https://www.herdsa.org.au/call-nominations-herdsa-executive-2021-2023

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HERDSA 2021 Conference - Early bird registration
Early bird registration closes: 16 April 2021

A reminder to register by 16 April 2021 to access the discounted early bird registration fee.

In the current environment, HERDSA recognises the difficulties facing many in the higher education sector. In order to support the professional development and network links of our members and colleagues, HERDSA is therefore subsidising the registration fee for casual and sessional staff and those who are unemployed for members and non-members.

Please visit the website for rates and further details: https://conference.herdsa.org.au/2021/registration/.

Further information: https://conference.herdsa.org.au/2021/registration/

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HERDSA Heroes in Higher Education Awards
Closing date 5pm AEST on 14th May 2021

HERDSA is pleased to announce they will be giving 5 new awards this year called HERDSA Heroes in Higher Education. There are five awards of $500 each.

These awards recognise academic generosity in challenging times, with an opportunity to show gratitude by recognising the generosity of a colleague or team of colleagues, who have supported you or others in an unexpected/exceptional way during the COVID-19 pandemic.

This academic generosity may be in the areas of research, teaching, service, or academic development. The generosity received may be something “tangible” (e.g., outstanding support with shifting to online teaching and learning), or more “intangible” (e.g., helping you to feel a sense of belonging and connectedness in a time of isolation). Close of submission by
5pm on 14th May 2021

For full details on how to apply please visit https://www.herdsa.org.au/herdsa-heroes-higher-education-award

Further information: https://www.herdsa.org.au/herdsa-heroes-higher-education-award

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Authentic Assessment for skill development as well as content learning
26 February 2021, 1-3pm Eastern Daylight Time, Australia

In this webinar, hosted by Monash University Malaysia, connect with colleagues in Malaysian and Australian universities during a presentation about how to develop authentic assessments in collaborations between academics, library staff, learning skills advisors and educational designers. The session will use the Models of Engaged Learning and Teaching (MELT) to underpin the conversation, and a specific example of authentic assessment to develop student thinking skills using MELT will be unpacked. The best known MELT is the Research Skill Development framework, adopted and used at Monash University Malaysia since 2015 to guide teaching and learning, assessment and curriculum design, especially in the schools of Arts and Social Sciences, Business, Engineering, Medicine and Health Sciences. Numerous examples of collaborations that have used various other MELT, such as the Work Skill Development framework (JCU) and the Digital Skill Development framework (Monash U) as the centrepiece for conversation will be presented.

The session will provide an opportunity for you to discuss how you may forge connections in order to develop
authentic assessments.

You might scan the Open Access MELT book, published by Springer, in advance: https://www.springer.com/gp/book/9789811526824
Or
visit the MELT website www.melt.edu.au

Moderators: Dr Thaatchaayini Kananatu, Dr. Juliana French & Dr. Sharon G.M. Koh
Presenters: Lynette Torres, Esmael Yahya & John Willison

Further information: and to register https://forms.gle/RjNriHtP4yzJAQB29

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Immersive Learning Research Network 2021 Conference – Final extension to main-round submission deadline
28 February 2021

(Technically co-sponsored by the IEEE Education Society, with proceedings to be submitted for inclusion in the IEEE Xplore® Digital Library.)

The 7th International Conference of the Immersive Learning Research Network (iLRN 2021) will take place from 17 May to 10 June 2021. It be an innovative and interactive virtual gathering for a strengthening global network of researchers and practitioners collaborating to develop the scientific, technical, and applied potential of immersive learning. It is the premier scholarly event focusing on advances in the use of virtual reality (VR), augmented reality (AR), mixed reality (MR), and other extended reality (XR) technologies to support learners across the full span of learning—from K-12 through higher education to work-based, informal, and lifelong learning contexts.

This year's conference will once again be based on the iLRN Virtual Campus, powered by Virbela, but with a range of activities taking place on various other XR simulation, gaming, and other platforms. iLRN 2021 attracted well over 3,000 registrants from across the globe, making the scheduling of sessions a challenge; this year’s conference activities will be spread over a four-week period so as to give attendees more opportunities to participate at times that are conducive to their local time zones.

Following numerous requests, the submission deadline for Full and Short papers has been extended to 28 February 2021 (final extension).

For more information, please visit https://immersivelrn.org/ilrn2021.

Further information: https://immersivelrn.org/ilrn2021

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Job opportunity (x2): Instructional Designer (fixed-term)
Applications close March 2.

The University of Canterbury (New Zealand) is recruiting for two experienced instructional designer positions, full-time fixed-term until December 17, 2021. Details and job description can be found at https://jobs.canterbury.ac.nz/jobdetails/ajid/lM5s7/Instructional-Design...

Further information: erik.brogt@canterbury.ac.nz

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Scholarship Opportunity in Assessment in Higher Education - CRADLE, Deakin University
15 March 2021

Now Open - PhD scholarship in Assessment in Higher Education opportunity with the Centre for Research in Assessment at Digital Learning (CRADLE), Deakin University. This scholarship is open to domestic and international students residing in Australia only, will be awarded on a full-time basis, and will be based at CRADLE’s Melbourne CBD location, Deakin Downtown. The successful applicant will work on a project that considers assessment and learning in the changing settings and increasingly digital context of education, and will contribute evidence to inform assessment research, policy and practice. Applications are due 15 March 2021

Further information: https://www.deakin.edu.au/about-deakin/teaching-and-learning/cradle/stud...

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Invitation for Research Participation - Pandemic Pedagogy: Putting the Best Practices to the Test

Dear Colleagues,

The global COVID-19 pandemic greatly affected most post-secondary institutions’ typical operations. Faculty, students, and staff scrambled in response to emergency conditions, many attempting to salvage or complete an academic term. While the response to the pandemic varied widely throughout the world, one consistent aspect was the large-scale transition to online teaching and learning. Prior to the pandemic, only a small (but increasing) percentage of post-secondary courses were delivered online. The shift to remote teaching and learning was one of the most significant changes that higher education has witnessed in decades. As many instructors and students have experienced the first half of the 2020-21 academic year online, it has become evident that perhaps traditional online learning practices are not as effective in this context. In order to determine how online course delivery should be modified in an emergency, we need to learn what has been successful, and what has not, for instructors during the COVID-19 pandemic. The project invites people who taught during the Fall 2020 term to complete an online survey that what has and hasn’t worked online during the COVID-19 pandemic.

Your participation is voluntary and completely anonymous. If you choose to participate, please expect to spend approximately 20 minutes to complete this survey.

LINK TO SURVEY: http://bit.ly/3qeFxso

Thank you for considering this request. If you agree to participate, please click on the link above to be directed to the questionnaire. If you have any questions about this study, please do not hesitate to contact us.

If you have any ethical concerns about your participation in this research, you may also contact the Director, Research Ethics, Dalhousie University at (902) 494-1462, or email: ethics@dal.ca. If you do, you may cite our research project number 2021-5441.

Please direct questions or comments to: learningonlinestudy@gmail.com

With gratitude,
Jill

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New online first articles in Higher Education Research and Development

Evaluating critical success factors in the permanence in Higher Education using multi-criteria decision-making, Adrián Castro-Lopez, Antonio Cervero, Celia Galve-González, Javier Puente & Ana B. Bernardo, https://doi.org/10.1080/07294360.2021.1877631

Exploring the professional development of doctoral supervisors through workplace learning: a literature review, Isabel Huet & Diogo Casanova, https://doi.org/10.1080/07294360.2021.1877629

Credibility in educational development: trustworthiness, expertise, and identification, Deandra Little & David A. Green, https://doi.org/10.1080/07294360.2020.1871325

Supervising the PhD: identifying common mismatches in expectations between candidate and supervisor to improve research training outcomes, Adam P.A. Cardilini, Alice Risely & Mark F. Richardson, https://doi.org/10.1080/07294360.2021.1874887

Re(framing) identity: teacher educators’ experiences with marginalization, Karen Ramlackhan, Ann Cranston-Gingras, Nicholas Catania, Gordon Brobbey & Georgina Rivera-Singletary, https://doi.org/10.1080/07294360.2021.1877632

Higher education research in African contexts: reflections from fieldwork in Flagship Universities in South Africa, Mozambique and Ethiopia, Addisalem Tebikew Yallew & Paul Othusitse Dipitso, https://doi.org/10.1080/07294360.2021.1877626

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