Margaret Bearman

Thanks for great review of We Were Never Friends by Mindy Gill from Australian Book Review: "this work is about courage, why it is difficult to be morally brave, especially when much is at stake." @BrioPublishing australianbookreview.com.au/abr-online/cur…

This MR explains that "narrative candor" counters the doctor-hero myth by showing how med ed can use stories of smaller struggles & successes to highlight how we grow in medicine. @asmeofficial @margaret_bea @LaraVarpio @emolloy1 @GIMMedEdDoc @ameefacdev …rary-wiley-com.proxy1.library.jhu.edu/doi/full/10.11…

This paper argues that engaging with GenAI feedback may prepare learners to better engage with human feedback. very interesting. tandfonline.com/doi/full/10.10…

CRADLE and colleagues have devised a new free guide to #GenAI in work-integrated learning. @DrJoannaT says the guide is to support students, university WIL practitioners, and industry partners. Get the guide here: blogs.deakin.edu.au/cradle/try-our…

New publication alert 🎉Artificial intelligence and gender equity: An integrated approach for health professional education - …epublications.onlinelibrary.wiley.com/doi/10.1111/me…

.@RACSurgeons and educators! Come and join @margaret_bea next Tuesday 1800 AEDT to hear what trainees learn from teaching others (and reflect on how we can foster this as consultants). More- surgeons.org/Fellows/for-ed… #MedEd #SurgEd

Download the "We Were Never Friends" audiobook today and save 50%! Discount ends 02/03 @margaret_bea audiobooks.com/promotions/pro…

What do undergraduate students think about the cost and value of feedback seeking? Eprints of our recent article now allocated an issue tandfonline.com/eprint/H6JUK4E…

Current higher education approaches to feedback are insufficient, focusing too heavily on evaluative feedback & neglecting consequential feedback. New paper, out today (#abstract" target="_blank" rel="nofollow noopener">tandfonline.com/doi/full/10.10…) Not got time to read the full article? Try this audio file: notebooklm.google.com/notebook/fcccd…

Honoured to be one of three recipients of this years @ascilite & CAULLT award for ‘Outstanding Leadership in Digital Learning in Higher Education’! A nice way to end a busy year 😃

Such a great selfie of the three of us! ❤️ I am very grateful to the Institute for Advanced Study and everyone at @SurreyIoE for welcoming me and for making this trip possible. Looking forward to the next one !

Kicking off the @CRADLEdeakin panel on "GenAI and work-integrated learning" with sector leading #highereducation experts @margaret_bea, Dave Cormier, Michael Tomlinson, Rola Ajjawi and David Boud #WIL @Deakin @DrJoannaT

Download the "We Were Never Friends" audiobook today and save 50%! Discount ends 10/14 @margaret_bea audiobooks.com/promotions/pro…

🥳#PhD Literature review written with @anna_atr @margaret_bea & @emolloy1 on video in PGME finally published! Our work cites many scholars including @SubhaRamani @drjfrank @WalterEppich @sherbino @JenaHall1 @CapriceGreenber @YueyungHu @ChrisWatling3 fohpe.org/FoHPE/article/…

@timbocop led the dream team! "We propose that authenticity in assessment should open up, rather than close down, possibilities for critical dialogues..." Many a good critical dialogue amongst ourselves! Authentic assessment: from panacea to criticality #abstract" target="_blank" rel="nofollow noopener">tandfonline.com/doi/full/10.10…

Pedagogical innovations are often portrayed as panaceas for societal issues – poverty, inclusion, employability... Authentic assessment is a prime example of this. In our new study led by @timbocop, we argue this powerful idea must be handled critically: tandfonline.com/doi/full/10.10…

Who doesn’t love authentic assessment. But is it always good? Does it have magical properties? Or does it require careful negotiation of design considerations, purposes and trade-offs? New open access paper tandfonline.com/doi/full/10.10… @margaret_bea @phillipdawson @JuusoNieminen..

Educationally authentic assessment: reframing authentic assessment in relation to students' meaningful engagement “Authenticity in assessment in HE is typically defined as authentic to ‘real world’ needs, and, specifically, employment tasks… Authenticity, though, has been defined in relation to other purposes and outcomes of HE. McArthur (2016; 2023), for example, defined authenticity in relation to the broader society and its needs, including social justice, which we call ‘societal authenticity’. Her reference point is still to the ‘real world’, but a world beyond employment. Quinlan and Pitt (2021) proposed that authenticity could be defined in relation to the conceptual, epistemological, social, material and moral conventions of the discipline that students were studying, calling this form of authentic assessment ‘signature assessment’. We call it ‘disciplinary’ authenticity. Vu and Dall-Alba (2014, 786) adopted a human development aim of HE, arguing ‘Assessment is authentic when students are … supported in … their efforts to become more fully human’. Nieminen and Yang ( 2024) developed this idea as ‘assessment for becoming’. Ajjawi et al. (2023) referred to this approach to authenticity as ‘ontological fidelity’. We call it ‘developmental’ authenticity.”

Looking forward to co-facilitating this free, hybrid event with an incredible panel of students and senior academics: Gen AI and assessment in Higher Education: How are we tracking, and what’s next? More info & register: aare.edu.au/events/calenda…

Happy Social Sciences Week to those who celebrate. If you're free tomorrow night, come hear about stupid things at the smartest comedy show around - The Peer Revue socialsciencesweek.org.au/event/the-stup…

International Clinical Skills Conference, Prato, Italy. May 18-21, 2025. We hope you plan to join us in celebrating our 10th Conference by submitting an abstract (deadline Friday September 20th, 2024) Check out our website (or the QR code below) for more information.