Lincoln Then James 🏳️‍🌈

@DrJoannaT Oh this is very interesting, at the very least some good prompts as I rework my interview schedule

Think this work might be relevant to @ThenJames! Ruth says she is interested in social and identity capital - identity being I know who I am and a bit about where I'm going/what I'll be. Also a focus on agency of individuals. More experiences = more agency #HERDSA2023

Now more showcase presentations, firstly Ruth Bridgstock on a HERDSA grant with Denise Jackson. She says some findings are a bit depressing, and future work should perhaps focus less on barriers and more on strengths #HERDSA2023

“Ungrading is just North America discovering assessment for learning” says @phillipdawson, noting that authentic assessment is just one example of assessment for learning #CSAI23 #academicintegrity

@ameenalpayne @cjdenial You just reminded me of this article I read of @cjdenial’s. Definitely a threshold learning moment for me! hybridpedagogy.org/pedagogy-of-ki… Now off to listen to that podcast ^_^

“I was walking into classrooms prepared for battle, and now I don't. I walk in prepared for collaboration and for discovery with my students, and that has changed absolutely everything.” — @cjdenial

@timbocop I like this. It seems I have to spend a bit too much time each trimester telling my students that I see no difference in them attending live, accessing the recording, or doing a mixture of both. I want them to make active decisions about what suits them best.

How about instead of online, on campus etc we describe modality by how the location is chosen? Fixed = set location (classroom, clinical placement, etc) Flex = user decides where they learn (e.g. from home)

*New article* Unis have come a long way w/ inclusion, but we have much more to go. As one student shared, 'Why would I expect industry to be inclusive when the uni, where people should learn about how to be inclusive, still isn't?' 50 free copies: tandfonline.com/eprint/ZVGPNJH…

Join us in a new role as Associate Research Fellow: Feedback Literacy @CRADLEdeakin. 4-year contract, part-time (0.5), working on an @arc_gov_au funded Discovery Project to understand how to help people get the most out of feedback. Here's why it's a great role...

A reminder that Elsevier made $10.5 BILLION in 2022 from selling your academic journals and articles behind paywalls, and make more profit than Amazon, Google, and Apple every year… And paid the academics who wrote the articles $0 And paid the reviewers of the articles $0

@ameenalpayne Oh I do that too! Had to ask my husband never to send me one word texts unless it’s ‘hurhur’ because I kept reading too deeply into it.

I swear. My PhD supervisor will email me "Thanks, Ameena," and I think "Is she mad at me?" Hate that for me 😬😅

Join me on Wed 10 May at 4pm to hear about how ipsative feedback processes help students learn and improve their work 👇 @CRADLEdeakin

Listening to @JuusoNieminen on Assessment and student identity formation at #CRADLE He asks, how are student ID’s constructed by student themselves as well as others – and what is the role of assessment here?

“We need to think of assessment as a social activity that links abilities to students’ identity formation” @JuusoNieminen @CRADLEdeakin

@strangerous10 Absolutely 💯

If you support Trans people against Bigots & TERFs who are trying to make them disappear. Against the #MurdochGutterMedia who eggs them on. Can you give me a Yes / 👋 or similar? Running an experiment :)

@KimEncel @Deakin Happy to chat too, we converted to team teaching too in MWL101. But your tips from earlier, still apply twitter.com/kimencel/statu… Particularly grouping them up. The class is less ‘big’ when they’re grouped up.

We're trialling bigger tutorials @Deakin which means two facilitators. In other words, I get a teaching buddy! Does anyone have any advice for facilitating 30+ student tutorials? I think we've adapted well so far but I'm sure there are things we could improve on.

@molliedollin @mojohealy Thanks!

@mojohealy @ThenJames might be insightful! @mojohealy I especially love the table, that’s so helpful for phds to see the process in action

@KimEncel I like to form groups in a similarly, but first I get them to line up by how far their high school was from Deakin. This means when I count them off into groups, I’m almost guaranteed to have at least one international student in each group.

5. Sit with groups This is key. If you're standing and they're all sitting, it still feels like you're a facilitator. Sitting down with students makes them way more comfortable. Most of the time when I sit with a group, it's only briefly but it helps rapport dramitally.

Teaching on campus is back in a big way, and I'm loving it! Here are the 8 small strategies I've been using to facilitate the ultimate in-person tutorial. If you're a tutor, I promise you'll find them useful. @OpenAcademics @PhD_Genie @thephdstory @AcademicChatter @PhDspeaks

AI is just another voice in the room - we need to learn when to trust it and when it's just telling us what we want to hear. Simon Buckingham Shum #chatGPTHigherEd @CRADLEdeakin @TEQSA

Lucinda also points out that everyone should read the Ts&Cs on ChatGPT: that they will take your material and use it in ways they see fit. It's also not appropriate for high stakes assessment and they say it's not to be used as such. #ChatGPTHigherEd