Pre-conference workshops
The pre-conference workshops will be held on Tuesday 4 July on-site only at The Queensland University of Technology (QUT), Gardens Point Campus. All other on-site conference events will be held at the Brisbane Convention & Exhibition Centre.
If you are also attending the conference you can book your registration for the pre-conference workshops during the conference registration process. The fee for each on-site pre-conference workshop, including the full day TATAL workshop partly subsidised by HERDSA as a benefit to members, is $80. The on-site HERD workshop is free and fully subsidised by HERDSA as a benefit for members.
If you are not attending the conference and ONLY wish to attend a pre-conference workshop, you can register via the workshop only registration button below. The costs are $100 for each on-site pre-conference workshop.
Delegates registering for the TATAL full day workshop will receive morning tea, lunch, and afternoon tea.
Delegates registering for a half-day workshop will receive either morning tea or afternoon tea. Those who register for two half-day workshops, will receive both morning tea and afternoon tea, however lunch will be at their own arrangement.
Full-day workshop
9:30am - 3:30pm
Facilitators
Dr Ann Parkinson, University of the Sunshine Coast
Dr Nicole Reinke, University of the Sunshine Coast
Mr Robert Kennelly, University of Canberra
Assoc Prof Edward Palmer, The University of Adelaide
Colleen Hodgins, James Cook University
Dr Danica Hickey, Queensland University of Technology
Dr Manisha Thakkar, Southern Cross University
(Maximum participants 30)
The fee for this workshop is partially subsidised by HERDSA as a benefit to members.
Aim
‘Talking about Teaching and Learning’ (TATAL) workshops seek to create a safe, trusting, respectful space where cohorts of reflective practitioners meet regularly to enhance their teaching and the learning of their students, to develop a teaching philosophy statement and an ongoing sense of enquiry.
Overview
The TATAL experience begins online and continues after the conference workshop through synchronous online or face-to-face collaborative sessions, with a view to improving practice.
Intended Audience
Academics with over two years of teaching experience who seek time and the support of others to develop an understanding and awareness of their teaching philosophy. Deans Education, Academic Developers and champions who seek to foster a serious approach to challenges, changes and opportunities in teaching and learning in their institution.
Context
This 12th TATAL workshop supports HERDSA’s aim to ‘facilitate and promote the enhancement of teaching and learning on an ongoing basis’.
Learning Outcomes
On completion of the workshop participants will have:
- Established a safe collaborative environment in which to continue to investigate the challenges and successes of teaching and learning.
- Enhanced their skills and confidence in talking and writing about teaching and learning.
- Begun to articulate a personal teaching philosophy.
Workshop plan
Activities commence in a flipped class format from Monday 19th June with presentations, discussions and free writing. At the Pre-conference workshop (9.30am – 3.30pm with a working lunch on Tuesday 4th July 2023) TATALers begin constructing their teaching philosophy by free writing responses to stimulating questions. On Thursday 6th July, TATALers engage in a synchronous/skype session with experienced TATALers and arrange meetings to continue collaborative reflection on their teaching philosophy and begin to prepare teaching portfolios. As it takes time to develop a safe environment in which to reflect and to write freely, this workshop requires more than a half day to achieve its objectives.
On-site half-day workshops (morning)
8:30am - 12:00pm
HERD sponsored workshop: Publishing higher education research
Facilitators
Prof Susan Blackley, Curtin University
Dr Cally Guerin, Australian National University
The fee for this workshop is fully subsidised by HERDSA as a benefit to members.
(Maximum participants 30)
Aim
To inform authors about how to maximise the likelihood of having their research published in higher education academic journals.
Overview
This hands-on workshop will explore what makes an academic article publishable.
Intended audience
All higher education researchers at any level of experience who wish to publish in high-ranking journals.
Context
As journal editors we bring the ‘inside story’ to the discussion.
Learning outcomes
On completion of the workshop participants will have:
- The knowledge to know what makes an impactful title for an article.
- The confidence to structure an abstract and an introduction to grab the attention of reviewers and readers.
- Enhanced awareness on how to target the most appropriate publication outlet – discuss the options.
Workshop plan
1. Think-pair-share activity:
- What are the characteristics of quality research in the field of Higher Education?
- What do reviewers and editors of higher education journals look for?
- What are the common reasons that papers are rejected?
- How can I determine whether my paper is right for this journal?
2. Reviewing and writing an abstract:
- Whole group to examine an abstract.
- Individuals to write an abstract (or revise one) for a current or recent paper.
3. Titles and Keywords:
- Individuals write an informative and catchy title for a paper based on the abstract they have just written.
- Write 3 to 5 keywords for this paper.
- Share title and keywords with small groups. Then read out the abstract and group check for constructive alignment.
- Check for synergies with HERD’s criteria.
- How best to promote your published article: open forum.
Facilitator
Dr Geof Hill, The Investigative Practitioner
Aim
The aim of this workshop is to expose participants to an array of creative methods for sharing research (at conferences).
Overview
The approach to this workshop is based on the expansion of Economic Co-operation and Development (OECD) definition of research (in the publication of their Frascati Manual 2002) to incorporate creative work. Since then, and in line with the Performative Inquiry agenda (Haseman, 2006), there are growing examples of researchers incorporating creative methods to share their research findings at conferences both because new inquiry paradigms invite new ways of sharing, and new research topics require research be shared in innovative ways. This workshop will explore examples of using Poetry, Dramatic methods, Cabaret and Art installation as ways in which research can be shared. In each of the categories, practical examples of people sharing their research in this way will be illuminated, along with micro skill sets specific to each creative mode.
Intended audience
Higher Education researchers looking for innovative ways to share their research.
Context
The catalyst to this thinking is the redefinition of OECD research definition (OECD Frascati Manual, 2002, 30) to embrace creativity, and Haseman (2006) mobilising this redefinition in espousing Performative Inquiry – an approach to sharing research that utilises creative modes of expression.
Learning outcomes for participants
- Understanding alternative ways of sharing research
- Introduction to micro skills that assist development of alternative research sharing methods (applied in workshop and print version).
- Describing data using ‘found poetry’
- Heathcote drama method for developing a dramatic persona for sharing research.
- Using songs/rap/music as a mode of research sharing
- Designing an art installation.
Workshop plan Welcome and Introduction to Performative Inquiry (and relationship to sharing research)
- Using Poetry to share research
- Examples of researchers using this approach and writing a ballad.
- Using the Heathcote drama development method
- Examples of researchers using this approach and writing a ‘script’
- Sharing research in cabaret mode
- Examples of researchers using this approach and developing an argument using song/rap/music.
- Designing an art installation of your research
- Examples of researchers using this approach and designing an installation.
Facilitators
Dr Veronica Zixi Jiang, University of New South Wales
Mr Md Badiuzzaman, University of New South Wales
(Maximum participants 50)
Aim
The aim of this workshop is to improve the understanding of and abilities in digital accessibility, for educators and administrators in universities.
Overview
In Australia, the Disability Discrimination Act 1992 and Disability Standards for Education 2005 require that students with disability have a right to access and participate in education the same as students without disability. Specifically, the websites and ICT products of Australian education entities need to at least meet Web Content Accessibility Guidelines (WCAG) 2.0 Level AA standards. We assessed 44 Australian university websites using multiple accessibility checker tools. Most websites have inaccessible components and do not meet the WCAG2.0 AA standards. Aiming at educators and administrators in universities, this workshop strives to improve their understanding of and abilities in digital accessibility.
Intended audience
Higher Education academic and professional staff who are looking to improve learning equity and inclusion.
Context
Australia has 4.4 million people living with disability and around 11% of school students require inclusive education support. Learning and teaching increasingly rely on digital resources, and this reliance is deepened by the Covid pandemic. Many students use screen readers or voice recognition software to access learning resources due to visual impairment, hearing impairment, mobility disability, or neuro diversity. Learning resources must be accessible and meet the different ability needs of students.
Learning outcomes for participants
- Learn various tools and methods to create accessible learning materials that meet the WCAG 2.0 AA standards;
- Improve their ability to advocate for digital accessibility in their universities.
Workshop plan
- Identifying common accessibility issues and understanding how they influence student learning;
- A step-by-step demonstration and practice on how to create accessible Word, PowerPoint, and PDF documents;
- Identifying inaccessible components in learning management system and practice ways to improve them;
- Discuss how to advocate for accessibility changes at the university level.
Facilitator
Dr Irene (Johanna Catharina) Lubbe, Central European University, Vienna Austria
(Maximum participants 24)
Aim
The aim of this workshop is to introduce participants to:
- the basic principles of Game-based Learning (by playing the game)
- free software (Google Forms + other apps) that can use to create a low-tech game
- the process of game-design to support them in creating their own Escape Room game (to used for teaching/revision).
Overview
During this highly interactive (and fun-filled) workshop, participants will be introduced to basic Game-based Learning principles. Participants will co-create their own interactive fictional (or Escape room) game for used during their teaching (to foster student engagement and cooperative learning).
Intended audience
Faculty members, Tutors, Instructional Designers.
Context
Learning is a serious business, but that does not imply that it should not include an element of fun and healthy competition. Incorporating games into the learning process, can greatly improve students’ interaction (and recall) of content. And that is where the focus of this workshop will be.
Learning outcomes
After actively participating in this workshop, attendees should be able to create a low-tech Escape Room game that can be used during their teaching or facilitation.
Workshop plan
- Welcome & Introductions
- Playing the game
- Explaining the platform + Demo
- Participants working in groups to create a game
- Show-and-tell and Recap
On-site half-day workshops (afternoon)
12:45pm - 4:15pm
Facilitators
Prof Michelle Picard, Flinders University
Dr Julie Nyanjom, Edith Cowan University
(Maximum participants 50)
Aim
The aim is to demystify, strengthen and create an awareness of the value of emotional labour in online learning environments through a strengths-based approach to supporting HE teachers and institutions in enhancing practice.
Overview
This workshop explores participants’ individual experiences of performing emotional labour in online environments, examines the findings from the literature and a HERDSA grant project and unpacks appropriate individual and institutional responses to the identified challenges.
Intended audience
University teachers, academic developers, leaders.
Context
An emerging body of literature (Bennett, 2014; Naylor & Nyanjom, 2021 & Nyanjom & Naylor, 2021), highlights the emotional labour for university teachers involved in developing curriculum for online delivery, teaching, and providing socioemotional support to students. Academic developers also face challenges in working with academic staff who teach online (Aitchison et al, 2020). This workshop reflects the findings of a grant project which aimed to build on the work by Nyanjom and Naylor (2021) and provide a set of practical recommendations and resources for higher education institutions to support university teachers in the emotional work of supporting students online, as well as to support the academic developers who engage with them.
Learning outcomes
On completion of the workshop participants will have:
- Identified individual and institutional needs around the emotional labour of online teaching.
- Reflected on strategies for self-care and support of students.
- Developed a self-help and institutional plan for supporting the emotional labour of online teaching.
Workshop plan
- Icebreaker
- Jigsaw reading activity: literature
- Visual representation of experiences and group activity.
- Case studies from the grant data: Identifying individual and institutional responses groupwork.
- Developing an individual and institutional action plan using a template.
Facilitator
Dr Nira Rahman, University of Melbourne
Aim
This interactive workshop seeks to highlight the importance of acknowledging diversity and differences in our thought process, learning styles and strategies in terms of creating better connection and communication in our classrooms.
This workshop aims to foster the discussion on how through shared understandings and collaborations, respectful, inclusive, diverse academic communities can be constructed.
Overview
If the classroom is regarded as a true reflection of our diverse society, we need to understand and embrace cultural diversity to create respectful, inclusive and active communities within and beyond classrooms. We often talk about ensuring student engagement and enhancing their learning experience in higher education. To enhance student engagement and their academic experience, we, as teachers and practitioners need to acknowledge the diversity of student experiences, aspirations, learning strategies and abilities as well as use culturally responsive and inclusive teaching pedagogies. We also need to create a safe teaching environment where all students feel like they belong and respectful, inclusive, diverse dialogues can occur.
Audience
Any academic staff who are involved in classroom teaching, and/or coarse designing, or curriculum developing.
Context
Since knowledge is socially constructed, it is heavily influenced by society and the cultural setting in which it is developed. It is important to acknowledge that human development is socially situated, and knowledge is constructed through interaction with others.
Learning outcomes
On completion of the workshop participants will have:
- Discussed and developed some practical strategies to deal with bias and misconception, as well as obtained pragmatic approaches around inclusive teaching.
- Engaged in hands on activities covering from problem identification to resolution for facilitating the discussion on how individuals might make sense of their own experiences in their academic journey and how academic community might provide support for developing intercultural understanding and enhancing learning experiences.
- Begun to define and develop the concepts around positionality and intersectionality in inclusive teaching pedagogies.
- Developed the concept of RID classrooms and the ground rules for running an active and effective RID classroom.
Workshop plan
This workshop will:
- Involve a pre-workshop questionnaire to include the participants’ ideas, opinion, challenges around inclusive and culturally responsive teaching in diverse classrooms.
- Start with exploring the sense of self by using questions around identity. discussing the concepts around positionality and intersectionality by using case studies from real classroom situation.
- Include group activities (brainstorming, storytelling, experience exchanging) to develop practical strategies to deal with bias and misconception, as well as obtain pragmatic approaches to ensure equality and accessibility in diverse classrooms.
- Define, develop and deliver the concept of RID classrooms and the ground rules for running an active and effective RID classroom by engaging participants through pair and share.
Facilitators
Dr Rebecca Bennett, Kulbardi Aboriginal Centre Murdoch University
Dr Bep Uink, Kulbardi Aboriginal Centre Murdoch University
Aim
To bring together educators to consider opportunities for centering an Indigenous-informed relational pedagogy in Australian universities.
Overview
Drawing upon practice and research-based examples with Indigenous and non-Indigenous student cohorts, this workshop will prompt creative and critical engagement with Indigenous models of relationality. The session will encourage robust discussion of benefits and challenges in efforts to frame university learning through a holistic Indigenised lens. Through a range of interactive methodologies, participants will shape a collaborative vision for centering Indigenous epistemologies at all levels of institutional practice.
Intended audience
Stakeholders with an interest in adding relational pedagogies to their work.
Context
As Meixi et al., (2022, p1) state “Indigenous systems of relationality—the worldviews, beliefs and practices, and moral precepts of being in relation with the rest of the living world—are the cornerstone of Indigenous knowledges, and the cornerstone of Indigenous families and communities”. We posit that Indigenous relationality can be applied in the university context and requires support for learners to develop ‘learning relationships’ with their selves, others, and their environments (e.g., with Country).
Learning outcomes
- Apply Indigenous models of relationality to teaching, learning and researc
- Identify challenges and opportunities for inclusion of Indigenous perspectives in universities
- Co-construct a vision for Australian universities that centres Indigenous epistemologies
Workshop plan
- Introductions: Introduction to Indigenous story-telling model and brief participant stories.
- Presentation: Learning outcomes and Indigenous models of relationality.
- Storytelling session: Participants discuss their university experience – considering key learning relationships
- Presentation: Indigenous relationality in practice and evidence.
- Mapping activity: Participant-created relational maps for university learning.