Evidence-based practices for the new era of student-centered learning
inspirED conference 2022
Free virtual conference
MAY 24–25, 2022
4 pm CET / 10 AM ET
The ongoing rise of student-centered learning provides higher education with a unique opportunity to meet the needs of diverse learners and create a meaningful, inclusive learning experience. inspirED 2022 brings together educators, learning designers, and institution leaders to exchange practical insights and evidence-based solutions for implementing student-centered learning.
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Senior Associate Director, Center for Teaching Innovation at Cornell University
Dr. Robert Vanderlan is a senior associate director in Cornell University’s Center for Teaching Innovation, leading a team that offers instructional design expertise and support to faculty using a range of learning technologies. In addition to ten years supporting faculty teaching development, Rob has been an instructional designer for a wide range of online and blended courses. He is also an historian, with a doctorate in U.S. history from the University of Rochester, and the author of Intellectuals Incorporated: Politics, Art, and Ideas Inside Henry Luce’s Media Empire.
Strategic Professor and Chair of Prideaux Discipline of Clinical Education at Flinders University
Lambert Schuwirth obtained his MD from Maastricht University. In 1991, he joined the Department of Educational Development and Research there, taking up various roles in student assessment: Chairman of the Inter-university and the Local Progress Test Review Committee, the OSCE Review Committee and the Case-based Testing Committee. Since 2007, he has been a full-professor for Innovative Assessment at Maastricht University – currently as Adjunct. In 2011, he was made a Strategic Professor for Medical Education at Flinders University in Adelaide, Australia and is also the Chair of the Flinders University Prideaux Discipline of Clinical Education.
Associate Director at Columbia University School of Professional Studies (SPS)
Domi joined the Columbia University School of Professional Studies (SPS) as Associate Director for Learning Resources and Academic Technologies in October 2016. She has practiced and taught architecture and lighting design, and founded an open education startup. In her role at SPS she works with faculty, students and staff to innovate, support, and enhance digital teaching and learning. She is currently focused on the development and evaluation of educational technology pilots to support interaction design in asynchronous courses and programs.
Puteri Sofia Amirnuddin
Senior Law Lecturer, Programme Director and CIRI Chief Project Officer at Taylor's University
Puteri Sofia Amirnuddin currently serves as Senior Law Lecturer, Programme Director for Master of Laws programmes and Chief Project Officer for Centre of Industrial Revolution and Innovation (CIRI) at Taylor’s University. Puteri Sofia Amirnuddin is also an instructional design consultant for various international corporations. She is also an award-winning academic, having received numerous awards and accolades for revolutionising teaching and learning techniques to teach law using Augmented Reality, Neuro-Linguistic Programming, Experiential Learning and Gamification.
Dr. Kim Chappell is an Assistant Professor at Fort Hays State University in the Advanced Education Programs Department of the College of Education. Dr. Chappell has been teaching more than 32 years including 18 years in higher education. Her experience and research interests include effective teaching, assessment, curriculum, and leadership in higher education. Dr. Chappell is the Program Coordinator of four Specialist in Education degrees offered virtually. She teaches capstone courses in research and the assessment, teaching, and curriculum courses in Education Innovation and Leadership program. Dr. Chappell is also a co-editor for the Academic Leadership Journal in Student Research.
Prof. Michael Sankey
Director Learning Futures and Lead Education Architect at Charles Darwin University
Professor Michael Sankey is the Director Learning Futures and Lead Education Architect at Charles Darwin University in Australia. In addition to this role, Michael is the President of the Australasian Council on Open, Distance and e-Learning (ACODE). He specialises in emerging technologies, technology enhanced learning, curriculum renewal, eLearning quality, multimodal design, digital, visual and multiliteracies. Michael has worked in higher education for 30+ years, at 5 universities and is particularly interested in how constructively aligned and aesthetically enhanced learning environments can better transmit concepts to students, particularly those from diverse backgrounds and those who study at a distance.
Madeleine Schultz is an Honorary Fellow in the School of Life and Environmental Sciences at Deakin University. Her interests in chemistry education research include concept development, assessment and incorporation of sustainability into chemistry curricula.
Dr.-Ing. at Otto von Guericke University Magdeburg
Dr. Mathias Magdowski is responsible for the training, the consultation hours, the admission and examination of the courses "Fundamentals of Electrical Engineering" as well as "Electromagnetic Compatibility", where he enjoys to deal with alternative teaching and learning methods. For his continued effort, he was awarded with the best lecturer of OVGU award in 2018. He also coordinates the working group on online teaching at his university as well as their faculty group for study advertising. Since 2015, He is also involved into the GRIAT program, where he was awarded with the best GRIAT lecturer award from OVGU in 2017 and 2018.
Educator and E-learning Specialist at Università degli Studi di Padova
Rina Araneta is an educator and e-learning specialist. She is currently pursuing her PhD in Pedagogical, Educational and Instructional Sciences: Research on Inclusion, Well-being and Sustainability in Education at the University of Padova, with a particular focus on the sustainability of e-learning practices. She also works as a learning designer at the Office of Digital Learning and Multimedia, where she develops Massive Open Online Courses for the university. Prior to her research, she was a secondary school teacher for nearly ten years.
Invited Lecturer, Instituto Superior Técnico, University of Lisbon
Sofia Sá is an invited lecturer at the Department of Computer Science and Engineering in Instituto Superior Técnico (University of Lisbon), where she teaches Communication Skills in Engineering to 450 Master's students. Educational Psychologist, certified Pedagogical trainer, qualified and registered with the Scientific and Pedagogical Portuguese Council for Continual Training, her primary research interest is Active Learning methods and their implementation in Higher Education. For 20 years, she has been engaged in multiple trainings initiatives and acted as a pedagogical consultant and trainer for both the Private and Public Sectors.
Yijun (Diana) Dai
Instructional Designer at Columbia University's School of Professional Studies (SPS)
YiJun (Diana) Dai is an Instructional Designer at Columbia University's School of Professional Studies (SPS). She has over five years of experience in instructional design and teaching for a wide range of audiences at both higher education institutions and EdTech companies. As an advocate of student-centered learning and student agency, she is passionate about creating active and personalized learning experiences to enhance learning outcomes and engagement. She also believes purposeful use of new media and emerging technologies can make learning more accessible and effective to all.
Dr. Michelle Steinhilb
Associate Professor, Biology at Central Michigan University
Michelle Steinhilb is an Associate Professor of Biology at Central Michigan University in Mount Pleasant, Michigan. She teaches undergraduate courses in genetics, biotechnology, neuroscience, and cancer biology. She is passionate about adapting new teaching tools to boost student learning outcomes to inspire students to become life-long learners and citizen-scientists. Michelle earned a BS in Chemistry from Wayne State University (Detroit, MI) and her PhD in Biochemistry from the University of Michigan (Ann Arbor). She spent four years studying fruit fly models of neurodegenerative disease at Harvard Medical School during her postdoctoral fellowship before joining the faculty at CMU in 2006.
Associate Director of Learning System Support at Central Michigan University
Marnie Roestel is the Associate Director of Learning Systems Support at Central Michigan University and proud CMU alumn, earning first her bachelor’s then master’s degree in Educational Technology. Marnie provides support to users in their use of technologies within the LMS system. In addition, she has created workshops on accessibility, open educational resources, and online course design to provide faculty with the resources and ability to design a high-quality, learner-centered course. She is the recipient of the 2020 miBug (Michigan Blackboard User Group) Distinguished Member Award and currently serves as the miBug chair.
Senior Lecturer Curriculum Design and Development at Deakin University
Dr. Tiffany Gunning is a Senior Lecturer Curriculum Design and Development at Deakin University. She combines her scientific background, expertise in secondary and tertiary education with her interest in the development and implementation of e-Learning tools, to provide online solutions to Higher Education teaching and learning challenges. In 2019 she received a Vice Chancellors Award for her work in the development of online self-and peer-assessment strategies to support the development of student’s teamwork skills. She currently leads the Authentic Assessment project in the Faculty of Science, Engineering and Built Environment, to support the development and recognition of graduate’s transferrable employability skills.
Wilco te Winkel
Information Manager at Erasmus University of Rotterdam
Wilco te Winkel has a master’s degree in Information Management and has been working at Erasmus University Rotterdam since 2001. He worked for 8 years as a university lecturer and then later held the roles of Information Manager, IT Demand Manager, Education Innovation Team Manager, Interim Education Bureau Manager, Interim Education Marketing Coordinator, Interim Education Research Profiling Manager for 7 years at Erasmus School of Social and Behavioural Sciences. Since 2019, he has been working as the Information Manager at Erasmus University of Rotterdam. He has given over 35 presentations in various conferences since 1998 and currently has 19 publications.
Ziwei (Jo) Huang is the AI Product Owner at FeedbackFruits, currently working on Automated Feedback and other AI products. Previously, she worked as a product and user researcher at various EdTech and consumer product companies. She received an MSc (Distinction) in Applied Linguistics and Second Language Acquisition from the Department of Education at Oxford University and a BA in Linguistics (honors) and Organizational Studies (International Education) from Pitzer College. She has presented her research on pragmatics at the EPICS VIII Conference. Jo welcomes collaboration opportunities in education and technology, especially in efficacy research.
Maria works at FeedbackFruits as a Pedagogy Researcher. She spends her time discovering the best practices, as well as challenges in the educational domain, both by diving into the research and talking to instructors and learning designers from institutions around the world. She designed the ‘Pedagogy Onboarding’, an internal course using FeedbackFruits to teach team members about all things learning and pedagogy. Her interest for education started at a young age, and led her to start teaching at university, after teaching she realized the potential for technology to aid in the implementation of pedagogical methods in the classroom. She joined FeedbackFruits to help with their mission in transforming education, always putting pedagogy before technology.
Milou is a Pilot Success Manager at FeedbackFruits and was previously working as part of the Teachers Relations team at FeedbackFruits. She is responsible for building and maintaining relationships with academic institutions that use FeedbackFruits tools and has extensive experience giving workshops and hosting 1-on-1 meetings to help teachers setting up engaging learning activities. Milou loves to make a positive impact with her contributions to the company’s Pedagogy Impact team.
Ewoud’s journey and the idea behind FeedbackFruits began at Delft University of Technology in the Netherlands. As a student member of the Dutch national accreditation committee, Ewoud’s vision was to change the way education is designed, by increasing interactivity and collaboration in course design. Ewoud co-founded FeedbackFruits in 2012, which grew to global success in the years after. Today, he continues to lead an international team of over 60 employees under the mission of transforming education by making every course engaging.
Programmatic assessment and assessment for learning are concepts that are rapidly gaining popularity. But are they really improvement or are they just the newest hypes in education and will they be gone again in a couple years? In this keynote interview, the speakers will discuss the basic principles of programmatic assessment and assessment for learning, what problems and limitations of traditional assessment they try to solve, and how programmatic assessment and assessment for learning fits modern education better.
10:55 AM – 11:10 AM
COFFEE & NETWORKING
11:10 AM – 11:35 AM
LIVE PRESENTATION: Engagement with online resources predicts success
The presentation will showcase some of the adaptations made during COVID-19 restrictions to teaching and assessing chemistry at Deakin. Correlations between student engagement in online activities and their performance show that all online interactions assist learning, but tutorials are more effective when face to face. Based on our data, teaching and assessment strategies to encourage engagement and promote academic integrity will be presented.
11:35 AM - 12:00 PM
LIVE PRESENTATION: The Role of Feedback and Holistic Scoring in Building a Growth Mindset
Developing a growth mindset and increasing self-efficacy can be achieved with targeted feedback and holistic assessment strategies. This session will explore a set of principles and strategies identified based on the results of a case study investigating program changes designed to influence student mindset, self-efficacy, and persistence. Participants will leave the session with a set of principles, practical feedback strategies and holistic scoring methods that can be implemented across any discipline.
12:00 PM – 12:15 PM
COFFEE & NETWORKING
12:15 PM – 12:40 PM
LIVE PRESENTATION: Flipped & Active Learning – A duet for student success
Flipped learning is a pedagogical process that can effectively boost time in class for active learning moments and hands-on approaches, but it can be challenging to implement, especially when student engagement and motivation is low. In this talk, the speaker will showcase a real example of Flipped and Active learning combination involving both phases of the process – preparation and application – therefore enhancing students' engagement and consequent success.
12:40 PM – 1:25 PM
Inspiration Session Educators' Sidekick – How can pedagogical technology address the most pressing teaching challenges?
Pedagogical practices such as formative assessment, peer feedback, and skill-based learning are hugely beneficial to student success and engagement. However, implementing them can prove challenging due to issues such as the lack of engagement and undeveloped feedback skills. In this inspiration session, Maria Uglvig and Milou Maassen will discuss the potential of pedagogical technology to address these recurring issues and help cultivate a deeper learning experience.
1:25 PM – 1:50 PM
LIVE PRESENTATION Analyzing Evidence of Knowledge Co-creation in Discussion Activities
Columbia University School of Professional Studies
YiJun (Diana) Dai
Columbia University School of Professional Studies
The Four Discussion Disciplines is a student discussion framework developed by Katrina Pugh, a veteran CUSPS faculty member in the Information and Knowledge Strategy program. This faculty member was introduced to Feedback Fruits in Summer 2021 and used four Interactive Content activities in her course. In this session, the speakers will analyze the data made available by the FeedbackFruits tools and discuss the impact of high-quality online discussions on student engagement and collaboration.
1:50 PM – 2:00 PM
COFFEE & NETWORKING
1:50 PM – 2:10 PM
2:10 PM – 2:40 PM
Interactive Networking activities
Wednesday, may 25
10:00 AM – 10:10 AM
Helena Coll Sanchez
10:10 AM – 10:55 AM
Opening Keynote Centering the Student: Learning and Teaching in a (Hopefully) Post-Pandemic World
Higher education is famously traditional and resistant to change. At Cornell University, the pandemic led to a series of revelations about teaching. It pushed faculty to think about how their teaching, and the learning environments they were creating, could become more engaging, more social, and more applied. In this keynote speech, Rob Vanderlan will share some of the lessons the faculty at Cornell University learned, and how they can be leveraged to make lasting changes in how learning happens.
10:55 AM – 11:10 AM
COFFEE & NETWORKING
11:10 AM– 11:35 AM
Live presentation: Bridging the Gap Project: A Virtual Experiential Learning with a Law Firm to Produce Practice-Ready Law Graduates in Times of Pandemic
Legal profession is an industry that is steeped in tradition, formality and heritage at its core, until the outbreak of the coronavirus in 2019. However, the refashion of working arrangements in law firms means that the next generation of legal professionals will need to embrace flexible and digital mindset, going beyond that the traditional concepts of how lawyers work. In this session, the speaker will demonstrate how an experiential learning project for law students was launched to cultivate twenty-first century skills for the law students to be a practice-ready law graduates in times of pandemic.
11:35 PM - 12:00 PM
On-Demand presentation Viewing assessment through different coloured glasses: Authentic, collaborative and active
It is not an easy thing to rethinking your assessment, particularly if you are not trained to think about assessment in different ways, or what you have been doing for quite a while still seems to working OK. In this presentation, Dr. Michael Sankey will highlight a range of approaches to assessment that have been used for decades, but can now be seen through a new set of glasses; glasses that highlight collaboration, active assessment, and empowering students to solve real-world problems.
11:35 PM - 12:00 PM
On-Demand presentation Implementing Authentic Assessment across a STEM Faculty
This session provides an overview of a STEM based faculty’s journey to implement Authentic Assessment across all its courses. Firstly, consideration is given to the clarification and establishment of a faculty agreed definition of Authentic Assessment. Next the key attributes that underpin Authentic Assessment design are provided and then applied to the design of two examples of Authentic Assessments, that leverage EdTech to engage students. Finally, an overview of scaffolding Authentic Assessment across a faculty is briefly explained.
12:00 PM - 12:25 PM
Live presentation: Feedback as a Teaching Strategy: Three Cases at UniPD
As promoters of lifelong learning, educators themselves should never stop learning. At the University of Padova, we constantly use student feedback to better our teaching practices. This session will present three cases where professors use student evaluations to continuously improve their respective courses — a Massive Open Online COURSE (MOOC), a Children's Literature class, and a Medieval Archaeology class.
12:25 PM - 1:10 PM
Interactive Panel Leveraging Artificial Intelligence to Drive Personalized Learning in Higher Education
The potential of using Artificial Intelligence and data to drive pedagogical innovation has been recognized more and more in the past few years. AI technologies can enable educators to create more meaningful, personalized learning experiences and provide their learners with the individual support they require to succeed. While these technologies provide boundless opportunities to use data, ethics, trustworthiness, and most importantly, their effect on learning should be of utmost importance in the context of education. In this panel, Jo Huang and Wilco te Winkel will reflect on the role and the future of AI in higher education and discuss its impact on effective pedagogy.
1:10 PM – 1:25 PM
COFFEE & NETWORKING
1:25 PM – 1:50 PM
Live presentation: Personalized Tasks and Anonymous Peer Feedback in the Fundamentals of Electrical Engineering
Learning the fundamentals of electrical engineering is not a spectator sport. Lecturers can explain the basic principle to the students, but cannot understand it for them. Students also need frequent and timely feedback on their progress and results. In this session, Mathias Magdowski will explain how to generate personalized tasks in the field of electrical engineering to optimize group dynamics, peer-to-peer reflection, and individual skill development.
Team-Based Learning is an effective collaborative activity that can enhance students' critical thinking and communication skills while improving the learning outcomes. During this live session, you will learn about how pedagogical technology was adopted to facilitate the TBL process and group assessment in a Biology course of 200 undergraduates. Dr. Michelle Steinhilb and Marnie Roestel will elaborate on the challenges in a hybrid course setup, their solutions, and students’ responses by the end of the course.
Wonderful conference from the great team at Feedback Fruits! Appreciated the variety of presentations and the opportunities to chat with fellow educators and the Feedback Fruits team themselves. Looking forward to the next one!”
Speaker, Queen’s University
inspirED'21 brought futurists, instructional designers and others passionate about interactive online and blended learning course design from all over the globe. Dynamic and lively, the short-format presentations attended by all is a winning format. Normally, one has to choose between a lot of sessions--I loved that the sessions were "attend all," focused, and then time to network. Already looking forward to next year!”
Speaker, Cornell University
Thank you very much for an inspired conference. I picked up valuable nuggets that I can deploy in my teaching. I will share my experience with my colleagues. I can foresee the use of FeedbackFruits throughout our institution. Thanks again. I'm looking forward to your next InspirED conference. Keep well.”
Every inspirED 2022 attendee will receive a detailed certification documenting not only their participation, but also the sessions they attended and the activities they joined. The inspirED 2022 certification is a great way to showcase your main learning outcomes from the conference and stand out as a passionate educator who is committed to driving innovative, evidence-based pedagogy.
Explore inspirED 2021
It all started last year! In May 2021, we held the very first edition of inspirED under the theme ‘Creating scalability in higher education’. If you’re curious about the inspirED 2021 experience, click here and see session highlights, recordings, and testimonials.
Meet the organizer...
FeedbackFruits, since our foundation, has been dedicated to supporting educators improve and enhance education quality with innovative pedagogical technology. This pandemic is no exception. Since the first lockdown waves happened, we have taken great effort to assist universities, instructors, and teachers in creating the best learning experience. And it is also our mission to assist educators in scaling the positive impact of pedagogy–technology integration.
This year’s conference is intended as a continuation of the efforts of FeedbackFruits to support educators by providing a space to explore the issues and insights emerged during the COVID-19 pandemic. It enables educators to share their experiences and best practices related to a range of topics including: learner-centeredness in education; the continued evolution of online and distance learning; transitioning from emergency remote teaching to online learning; peer learning; feedback facilitation; digital pedagogy; AI adoption in education; authentic assessments and non-traditional assessment solutions.
inspirED 2022 will feature a variety of online sessions (keynotes, discussion, live presentation, etc.), delivered by high-profile speakers from higher education institutions worldwide.
This year’s main conference theme is ‘Evidence-based practices for the new era of student-centered learning’.
The sub-themes highlight research and best practices relating to: - Evidence-based teaching and learning - Cultivating 21st century skills - Shifting from tasking to mentoring - Authentic assessment and programmatic assessment - The role of Artificial Intelligence in higher education