Innovating learning design for student success with FeedbackFruits. More than just self and peer assessment.
inspirED Australasia 2022
FeedbackFruits' first on-site conference in Australia
December 8, 2022 10 AM AEDT – 5 PM AEDT
Western Sydney University Parramatta South Campus
Higher education communities in Australia and Asia have been pioneers in innovating pedagogy to achieve high quality learning. inspirED Australasia 2022, taking place offline for the first time, will gather educators, learning designers, and institution leaders to exchange practical insights and evidence-based solutions for student success and achievement.
Join us to exchange practical insights and evidence-based solutions for innovating course design and deepening the learning experience for all students.
Thank you for registering! Check your inbox for confirmation.
Oops! Something went wrong while submitting the form.
You will learn about:
Scaling high-quality self and peer assessment
Evaluating assessment: Authentic and programmatic assessment
Flexible course design for inclusive learning
Honing employability skills to ensure career readiness
Fostering student discussion and engagement
Best practices for implementing Artificial Intelligence
Why should you attend?
Keynotes from influential pedagogy experts in Australia and Asia
Panel discussions on key trends in Australian and Asian higher education
Creative roundtables to connect with fellow educators and share innovative pedagogical solutions
Live presentations on self- and peer assessment, flexible course design, employability skills and more
Use case demonstrations on asynchronous student discussions
Best practices on scaling Team-Based Learning
Introduction to Programmatic Assessment – an innovative student evaluation platform for 2023
Every attendee will receive a certificate documenting their participation on request. This certification is a great way to showcase your achievement during the conference, and to acknowledge your commitment to driving educational transformation.
Pro Vice-Chancellor Learning Futures at Western Sydney University
Professor Simon Bedford is the Pro Vice-Chancellor Learning Futures at Western Sydney University. He is responsible for the leadership of strategic educational innovation and collaboration to shape the University's commitment to ensuring its students fulfil their potential to become influential global citizen-scholars in a new technology-enabled world.
Senior Manager, Academic Systems and Digital Experience at The University of Melbourne
Dr. Jo Elliott is Senior Lecturer, Learning Spaces Innovation, in Deakin Learning Futures at Deakin University. Her key responsibilities include leading digital learning innovation projects and developing capacity-building resources and activities to support the design of engaging, inclusive online learning experiences. Throughout her career, Jo has been focused on the student experience, from equitable access to university, transition to study, and developing employability. Her research interests include the role of online learning in inclusive education and student transition, staff-student partnerships, and communication for behavioural change.
Dr. Tiffany Gunning
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. She works closely with academics to support and influence improvement in teaching and learning across STEM courses. Her current research interests include scaffolded implementation of Authentic Assessment, development of students Teamwork Skills including self and peer review and development of student awareness of First Nations knowledges.
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.
Dr. Tori Llewelyn
Lecturer, College of Nursing and Health Sciences at Flinders University
Dr. Tori Llewelyn is a pharmacist and lecturer with over 15 years’ experience in tertiary education in Australia. Tori utilises transition pedagogy in the design and delivery of foundational topics, supporting students to become engaged, independent adult learners, and she regularly trials new learning tools and strategies to support these outcomes. Tori designed and co-ordinates a large level 1 research and study skills subject that is taken by students from across the College of Nursing and Health Sciences at Flinders University, and also provides specialist consultation in the College about teaching and learning in pharmacology and quality use of medicines.
Dr Jess Co is a senior lecturer in the Department of Management at the Monash Business School in Victoria, Australia. She has close to 30 years of university teaching experience specialising in management, strategy, entrepreneurship, creativity and innovation across universities in Australia, the UK, South Africa, Sweden and the Philippines. Her research interests include technology-enhanced learning, entrepreneurship education, ethnic and youth entrepreneurship and social entrepreneurship. She is also a fellow of the Higher Education Academy.
Dr Molly Johnston is an assistant lecturer and postdoctoral research fellow at the Monash Bioethics Centre, Monash University. She teaches at both undergraduate and postgraduate levels on the ethical issues related to advances in genomics and assisted reproductive technologies. Molly utilises innovative techniques to deliver content and assess understanding, with the primary aim of improving engagement and facilitating learning. Her research interests are the ethical and social issues raised by human reproductive technologies, in particular assisted reproductive technologies and prenatal genetic testing.
Senior Lecturer at Queensland University of Technology
Sheona Thomson is Senior Lecturer and Course Coordinator in the School of Architecture and Built Environment at QUT and Strategic Lead, Assessment and Academic Integrity in the Learning and Teaching Unit at the Queensland University of Technology.
Lecturer, Curriculum Design (STEM) at Deakin University
Laura Tubino is a Lecturer in Curriculum Design at Deakin University. She is currently pursuing her PhD “Promoting a Holistic Approach to Computing Education”. Laura’s research focuses on educational technology and assessment design. In 2021 Laura received a Vice Chancellors Award and ASCILITE Innovation Award for her work in this area.
Teaching, and learning design, is increasingly a collaborative activity in which teachers, learning designers, educational technologists, digital resource producers and other subject matter experts work together to design and create engaging learning experiences. This presentation will discuss the design and use of peer feedback activities to support authentic assessment, connection and reflective practice for teachers, learning designers and professional development and training providers undertaking online postgraduate, professional learning courses.
A tale of two cohorts: use of online learning tools to optimise online (asynchronous) and face-to-face student engagement and outcomes
When teaching online (asynchronous) and face-to-face students in the same cohort, it can be difficult to provide comparable learning experiences that foster student discussion and engagement. In my level 1 research and study skills subject, students are required to create a group public health infographic and present it in a conference-style forum at the end of the semester. While creating a face-to-face experience to mimic such a project and presentation session is relatively easy, providing a similar experience for asynchronous online students is challenging. In this presentation, attendees will hear how I used the features of FeedbackFruits to improve student collaboration, engagement, and discussion in a large (450+ student) cohort comprised of traditional face-to-face students and online (asynchronous) students. I will also discuss the lessons learned, and how the use of the tools has been adjusted going forwards.
Leveraging edtech to develop student teamwork skills
This session explores the implementation of authentic team-based assessments that target student development and recognition of teamwork, feedback and evaluative judgement skills, as preparation for the world of work. Using a programmatic approach these skills and strategies are introduced in first year, expanded on in second year and consolidated in third year. Students utilise a range of tools in the FeedbackFruits suite, including Self-assessment, Group Member Evaluation and Team Based Learning and are supported by a range of student facing resources. Focus will be placed on example units within an Engineering course. The design approach both within and across units in a course will be explored. Finally, identification of challenges and recommendations associated with the implementation of authentic team-based assessments will be shared.
What I know about team assessments I learned from Ninjas
Ninjas are a type of Japanese warrior. Most people only think of ninjas as silent assassins and are highly skilled fighters, but they were actually hired to perform a wide range of tasks, ranging from spying and surveillance to raiding and arson. Their wide range of skills make it easier to infiltrate enemy lines. As educators, we can learn a lot from ninjas. In this presentation, I will share with you four lessons I have learned from ninjas that I have applied when developing team assessments in my teaching.
12:00 PM – 01:00 PM
Lunch and Networking
01:00 PM - 01:45 PM
Panel Co-Creating the Digital Transformation
01:45 PM – 02:30 PM
Workshop Streams Stimulating a culture of authentic learning and assessment
With advances in technology enhanced learning, linked with a broadened perspective of what constitutes authentic assessment, educational institutions can now provide unprecedented levels of genuineness to student learning. However, breaking away from traditional forms of assessment is not always easy, particularly if staff have never experienced this for themselves. This session will provide teaching staff and learning designers with some ideas on how to partner around new ways of working together to conceive more genuine learning opportunities, particularly in a time where academic integrity and cheating practices are so much in the spotlight.
Building critical thinking skills through low stakes assessment
In this presentation, I will share my experience of using low stake assessment tasks to support the development of critical thinking skills within a multidisciplinary cohort. The assessment involved four tasks. Three things were important to the structure of the assessment: (1) Each task was designed to build on the skills of the one preceding it; (2) Opportunities for feedback for and from the students were incorporated into each task; (3) Instructions were communicated early to the students so that they had a clear understanding of what was expected from them and importantly, why the assessment was designed the way it was. The success of this assessment was illustrated through the completion of all four tasks by almost every student, despite the low weighting of the assessment towards the overall unit grade, and through students reporting via formal feedback that they believed they had successfully achieved the related unit Learning Objective.
Using Feedback Fruits to promote mindful teamwork: the evolution of an approach Team member evaluation
As coordinator of a large core first year unit in the Bachelor of Design at QUT with c.1000 students enrolled each year, I have been using Feedback Fruits' Interactive Document and Video, Peer Review and Group Member Evaluation tools since 2020 to engage students beyond the physical classroom with unit content. This presentation focuses on the use of the Group Member Evaluation tool in a reflective mode to consolidate students’ learning about mindfulness and empathy in the collaborative design process.
02:30 PM – 03:00 PM
COFFEE & NETWORKING
03:00 PM – 03:45 PM
Inspiration Session The Future of Higher Education
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 brought futurists, instructional designers and others passionate about interactive online and blended learning course design from all over the globe.
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.
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 Australasia will take place at the Western Sydney University Parramatta South Campus, Building EB, Floor 3, on Victoria Rd, Rydalmere NSW 2116 in Sydney, Australia. For more information, visit the Western Sydney University website.
Train: Rydalmere station is a 10-minute walk from the campus. We also have a free shuttle bus that runs to and from the Parramatta CBD (Macquarie Street). From there, it’s a two-minute walk to Parramatta station. Shuttlebus: Shuttlebuses run between our Parramatta City, Parramatta North and Parramatta South Campuses. Check the Shuttle Bus Schedule for more information including live tracking. Bus: Buses stop right outside our campus on Victoria Road, Rydalmere (opposite Rippon Avenue). Bus routes include M52, 520, 521, 523, 524 and 525. By car: Take the James Ruse Drive exit off the M4. Entry is via Victoria Road.
inspirED Australasia 2022 is a fully in-person conference that is taking place at Western Sydney University. While we will be providing session recordings to all registrants after the conference, there is no option of synchronous virtual attendance.
inspirED Australasia 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 ‘Innovating learning design for student success with FeedbackFruits’. The sub-themes highlight research and best practices related to:
- Scaling high-quality self and peer assessment - Evaluating assessment: Authentic assessment and programmatic assessment - Flexible course design for inclusive learning - Honing employability skills to ensure career readiness - Fostering student discussion and engagement - Best practices to implement Artificial Intelligence
Yes. All content, including recordings of live keynotes and sessions, will be available to all registrants. If you can't make it on the day of the event, sign up for the "Virtual Pass" to get session recordings after the conference.