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Keynote speakers
Prof Dieter Schönwetter
University of Manitoba, Canada
Keynote: Empowering educators: Navigating SoTL realities and best practices
In the realm of higher education, the Scholarship of Teaching and Learning (SoTL) has become a pivotal force, guiding educators toward innovative practices and meaningful research. With professional associations urging academic institutions to embrace SoTL, the natural question arises: What can institutions realistically expect from their instructors?
Join us in this keynote address, where we’ll unravel a practical framework rooted in influential SoTL theories such as those of Boyer, Hutchings, and Shulman. Through real-life examples and relatable insights, we’ll explore best practices derived from these theories. This session is designed not just for learning but for active participation. We invite you to share your experiences and best practices, fostering a collaborative learning environment. Expect to gain valuable insights and reaffirm your current teaching methods. Discover how to develop straightforward yet impactful research projects within the confines of your classroom, laboratory, or clinic. This session aims to empower you with practical knowledge, enabling you to infuse your teaching with the spirit of SoTL. Join us for a practical exploration, where theory aligns with real-world application, and where the transformative power of SoTL becomes a tangible reality for educators.
Biography
Dieter, born to German and Paraguayan immigrants in Canada, grew up along the Frazer and Assinboine rivers. His journey at the Dr. Gerald Niznick College of Dentistry began in 2004, progressing from Education Specialist to Director of Student Affairs and Academic Services. Dieter earned the 2018 Association of Canadian Faculties of Dentistry National Teaching Award for his outstanding contributions. With a stellar research record, he boasts four international and eight national awards, along with 48 research grants. A dedicated educator, Dieter has guided 16 graduate and 9 BSc students, authored over 60 publications, including a book, and delivered 15 international keynotes and almost 200 peer-reviewed conference presentations. He’s conducted 200+ professional development workshops across 12 countries. Dieter collaborates with the Academy of Academic Leaders, serving as a facilitator and educational consultant for universities worldwide. Beyond academia, Dieter is passionate about learning, innovative teaching technology, and Indigenous culture. A nature enthusiast, he spends weekends chasing owls on Manitoba’s prairies, capturing wildlife with his camera, and sharing tales of unexpected encounters and unique discoveries. Dieter’s indomitable spirit is evident in his cold-weather biking, influenced by gypsies in Germany. His global adventures with family reflect his accomplished world-traveler status.
Dr Paul Callaghan
Callaghan Cultural Consultancy, Worimi, Australia
Keynote: The quest for Aboriginal self-determination. How universities contribute to the promulgation of
assimilationist policy and practice in 2024
assimilationist policy and practice in 2024
In 1937, the Commonwealth Government held a national conference on Aboriginal affairs which agreed that Aboriginal people ‘not of full blood’ should be absorbed or ‘assimilated’ into the wider population. The aim of assimilation was to make the ‘Aboriginal problem’ gradually disappear so that Aboriginal people would lose their identity in the wider community.
This policy took no account of the value or resilience of Aboriginal culture, nor did it allow that Aborigines might seek to maintain their own languages and cultural traditions.
The right to self-determination is enshrined in international law which means Aboriginal people have the right to make decisions about matters that affect their lives including meeting their social, political, cultural and economic needs.
This presentation will explore the fundamental differences between university and Aboriginal culture, pedagogy, epistemology, ontology and axiology and demonstrate how universities enforce and reinforce assimilationist policy and practice and undermine self-determination.
The presentation will posit the need for a seismic shift in the way universities provide services and support to Aboriginal students including revisiting the ‘why’ and ‘how’ of their various strategies, programs and activities.
Biography
Paul Callaghan is an Aboriginal man belonging to the land of the Worimi, coastal New South Wales, Australia.
Paul has held several senior executive positions in his career including CEO of New England TAFE where he had responsibility for 1,200 staff, 23,000 students and an annual budget of $65million. He has qualifications in surveying, drafting, commerce, training, executive leadership, company boards and executive coaching. He also has a PhD in Creative Practice. His most important learning, however, has been through going bush with Elders.
He uses his lived experience as a consultant to advise organisations on how to implement strategic transformation initiatives that will increase the effectiveness of services targeting Aboriginal peoples.
Paul is also an author. His book, The Dreaming Path became a best seller in Australia in September, 2022 and received the Australian Book Industry Award for ‘Small Publisher’s Adult Book of the Year’ in 2023. It has also been published in France and Germany and the USA. He has recently written a book on leadership that will be released in 2025.
Jennifer Stokes
University of South Australia, Australia
Keynote: Universities as beacons of hope: Insights from lived experience and the ADEPT framework to support diverse students through systemic change
This address will serve as a rallying cry to unite our voices and forge a path toward a more just academic world. Bringing together insights from research and lived experience, Jennifer Stokes and Bailey Wemyss will reflect upon how we can collectively shape universities into inclusive spaces where diverse capitals are valued and diverse voices heard. This conversational keynote conveys practical strategies and a hopeful vision for the future of the academy.
Building upon social justice pedagogies, Stokes outlines the ADEPT framework for enabling pedagogy (2022), designed to support students from underrepresented backgrounds to flourish at university. This framework articulates strategies suitable to implement across university teaching and learning at all levels, supporting students to embody positive learner identities and carry agency forward to graduate careers and broader societal contribution.
By interweaving a personal narrative of advocacy and resistance, and mixing in a little humour, Bailey will shed light on the barriers erected by entrenched paradigms through an intersectional lens. The discourse will emphasise the necessity for higher education institutions to transcend beyond mere compliance with anti-discrimination laws, advocating for proactive cultivation of spaces where diversity is more than simply acknowledged; it is revered. Practical takeaways will equip attendees with tools based on human rights being the foundations of educational policies and practices, to effect change in their spheres of influence.
The vision we will collectively imagine is a “blue sky” scenario for universities, yet not an unrealistic one —a beacon of inclusivity where marginalized groups are not only welcomed but are integral to the academic fabric, and where students can be the protagonists in their own story. This is a call to action for institutions to commit to genuine inclusivity and equity, enacting transformative change for the betterment of all.
Biography
Jennifer Stokes is an award-winning educator, who specialises in digital media and enabling pedagogy. She is passionate about educational access and the role universities can play in social inclusion and societal transformation. She was recognised for leadership in enabling pedagogy through a 2018 Australian Award for University Teaching. She developed the ADEPT framework for enabling pedagogy to assist educators and practitioners to support students from underrepresented backgrounds at university.
Jennifer is a Senior Lecturer in Education Futures at the University of South Australia, where she embeds innovative approaches to build student engagement. Her recent publications explores enabling pedagogy and student experience. Recent collaborative work examines authentic assessment and digital learning, learning analytics at university, and First Nations student pathways to university. She is an active member of the Widening Participation and Lifelong Learning journal (The Open University, UK) Editorial Board and recently guest edited a special edition on ‘Lessons from digital spaces’. She contributes to The Conversation on technology and society, including recent pieces on ‘Barbie’ and feminist film theory, and ‘Mean Girls’ on social media. She is also a member of the Centre for Change and Complexity in Learning. Her publications are listed on Google Scholar or via https://people.unisa.edu.au/jennifer.stokes
Bailey Wemyss
University of the Sunshine Coast, Australia
Keynote: Universities as beacons of hope: Insights from lived experience and the ADEPT framework to support diverse students through systemic change
This address will serve as a rallying cry to unite our voices and forge a path toward a more just academic world. Bringing together insights from research and lived experience, Jennifer Stokes and Bailey Wemyss will reflect upon how we can collectively shape universities into inclusive spaces where diverse capitals are valued and diverse voices heard. This conversational keynote conveys practical strategies and a hopeful vision for the future of the academy.
Building upon social justice pedagogies, Stokes outlines the ADEPT framework for enabling pedagogy (2022), designed to support students from underrepresented backgrounds to flourish at university. This framework articulates strategies suitable to implement across university teaching and learning at all levels, supporting students to embody positive learner identities and carry agency forward to graduate careers and broader societal contribution.
By interweaving a personal narrative of advocacy and resistance, and mixing in a little humour, Bailey will shed light on the barriers erected by entrenched paradigms through an intersectional lens. The discourse will emphasise the necessity for higher education institutions to transcend beyond mere compliance with anti-discrimination laws, advocating for proactive cultivation of spaces where diversity is more than simply acknowledged; it is revered. Practical takeaways will equip attendees with tools based on human rights being the foundations of educational policies and practices, to effect change in their spheres of influence.
The vision we will collectively imagine is a “blue sky” scenario for universities, yet not an unrealistic one —a beacon of inclusivity where marginalized groups are not only welcomed but are integral to the academic fabric, and where students can be the protagonists in their own story. This is a call to action for institutions to commit to genuine inclusivity and equity, enacting transformative change for the betterment of all.
Biography
Advocate for Social Justice, Intersectionality, and Disability Inclusion
As a third-year-undergraduate-social-work-student, Bailey embodies the ethos of compassion, empathy, and empowerment, in the pursuit of social justice and equality.
Navigating the academic landscape from the vantage point of a wheelchair, Bailey defies conventional limitations, breaking barriers as an autistic, trans, and gay individual.
At the heart of Bailey’s mission lies a fervent dedication to championing human rights and intersectionality. Through advocacy, they have carved pathways for inclusion, founding, and nurturing initiatives, including the Students as Partners Disability Inclusion Student Group at UniSC, and Students with Disability Leadership Collective within Student Voice Australia. Receiving the 2021 UniSC President and Vice Chancellor Diversity and Inclusion Award and being honoured with the 2022 Ann Rigbye Social Work Award, Bailey’s journey is marked by recognition and impact. In 2023, Bailey also received a UniSC Undergraduate Research Fellowship.
Bailey works in community through empowering individuals in navigating the NDIS, while additionally spearheading initiatives as a disability and inclusion consultant, volunteering in community development efforts, and contributing as a peer reviewer for ASRHE.
At home, Bailey finds solace and joy in the warm embrace of family and the playful antics of their beloved puppy, Molly.
In every endeavour, Bailey Wemyss manifests the transformative power of resilience and unwavering determination.
Associate Professor Karen Gravett
Virtual program only
University of Surrey, UK
Keynote: Education that matters in an era of uncertainty: A critical practice for changing times
In this keynote presentation, I will share my current research and practice examining concepts of belonging, mattering, care, and criticality in higher education. Concepts such as student belonging, mattering and care have risen to prominence in recent scholarship and practice. The increased prominence of these terms, together with the challenges afflicting the sector, mean that now is an important time to pause to reflect on the work these ideas do. There is a plentiful literature on the difficulties of academic life where institutions have been described as environments that are both uncaring and unhealthy. Educators are presently grappling with financial uncertainty, with increasing workloads, as well as with how artificial intelligence and digital technologies are reorientating assessment, engagement and teacher agency. Now is a critical time to develop pedagogies of mattering, and to consider the kinds of educational futures we wish to create. In this presentation I will draw upon ideas from theory, for example posthumanism, affect theory and sociomaterial studies, in order to think about educational practices in new ways. Inspired by Lauren Berlant’s attention to a ‘politics of the ordinary’ (Berlant 2022) that attunes to the granular moments of the everyday, I will focus in upon students’ and staff’ situated experiences of belonging, participation and connection in the contemporary university. I suggest that such fine-grained politically charged experiences speak back to simplistic conceptions of equality, diversity and inclusion within higher education, and that too often overused buzzwords permeate education discourses and constrain thinking. I examine ways in which we might make space for more complex conversations about student and staff experiences, and engage in a care-full critical practice in higher education. I suggest that thinking in new ways about teaching and learning enables us to ask different questions, and to notice our students, institutions and learning spaces anew.
References
Berlant, L. (2022), On the Inconvenience of Other People, Durham: Duke University Press.
Gravett, K. (2025), Critical Practice in Higher Education. London: Bloomsbury.
Biography
Dr Karen Gravett is Associate Professor and Associate Head (Research) at the Surrey Institute of Education at the University of Surrey, UK, where her research focuses on the theory-practice of higher education, and explores the areas of student engagement, belonging, and relational pedagogies. She is Director of the Language, Literacies and Learning research group, a member of the SRHE Governing Council, a member of the editorial board for Teaching in Higher Education, and Learning, Media and Technology, and a member of the editorial team for Sociology. She is also a a Principal Fellow of the Higher Education Academy (PFHEA) and an Honorary Associate Professor for the Centre for Assessment and Digital Learning (CRADLE) at Deakin University. Karen’s work has been funded by the Economic and Social Research Council, the Society for Research in Higher Education, the Association for Learning Development in Higher Education, the British Association for Applied Linguistics, and the Arts and Humanities Research Council. Her latest books are: Gravett, K. (2025) Critical Practice in Higher Education, and Gravett, K. (2023) Relational Pedagogies: Connections and Mattering in Higher Education.
Industry panel session
Evolution or revolution? Learning, teaching, and assessment with artificial intelligence
Sponsored by Echo360 and OES
Since the introduction of ChatGPT well over a year ago, the global higher education sector has been actively engaged in evaluating the impact of AI technologies. The emergence of ChatGPT and other generative AI models marked a significant milestone in the development of AI. The discussion since has predominantly focused on challenges associated with assessment and academic integrity, reflecting widespread concern and interest among educators, educational leaders, and policymakers. Beyond these immediate concerns, there is a broader discussion on the future of teaching and curriculum design in higher education, given the capabilities and potential of AI technologies. Does AI require an evolution or a revolution? This panel session aims to offer an insightful overview of the role of AI in teaching, learning, and assessment now and into the future. The panel will shed light on promising practices, potential challenges, and future directions. The discussion will cover a range of topics, including ethical considerations, policy implications, and the practical aspects of incorporating AI into teaching and learning practices and policies.
Panelists
Assoc Prof Jason Lodge
Deputy Associate Dean (Academic)
The University of Queensland, Australia
Biography
Jason Lodge is Associate Professor of Educational Psychology and Director of the Learning, Instruction, and Technology Lab in the School of Education and is a Deputy Associate Dean (Academic) in the Faculty of Humanities, Arts, and Social Sciences at The University of Queensland. Jason’s research with his lab focuses on the cognitive, metacognitive, and emotional mechanisms of learning, primarily in post-secondary settings and in digital learning environments. Jason currently serves as Lead Editor of Australasian Journal of Educational Technology and Editor of Student Success.
Assoc Prof Jaclyn Broadbent
Pro Vice-Chancellor
Deakin University, Australia
Biography
Jaclyn Broadbent is an Associate Professor, Pro Vice-Chancellor Sessional Academic Experience, Deputy Head of School (Psychology), and a Research Fellow at the Centre for Research in Assessment and Digital Learning (CRADLE) at Deakin University. Jaclyn has a Ph.D. in both psychology and education. Jaclyn’s research focuses on online self-regulated learning as well as the development, evaluation, and translation of effective teaching strategies to ensure student success. Jaclyn has won several awards for her teaching, including an AAUT Award and Citation for University Teaching and Deakin Teacher of the Year twice.
Prof Edward Palmer
School of Education
The University of Adelaide, Australia
HERDSA 2024 Conference Co-Convenor
Biography
Edward is Professor of Educational Technology and Director of the Unit for Digital Learning and Society, School of Education, University of Adelaide. He is working on projects investigating AI’s disruptive capabilities in higher education and creative industries. He is focused on addressing the impact AI is having on assessment across the Higher Education sector.
Assoc Prof Sheridan Gentili
Director: Teaching Innovation Unit
University of South Australia, Australia
Biography
Sheridan plays a key role in supporting UniSA’s academic integrity framework, championing the integration of academic integrity principles across all dimensions of our educational endeavours. Her commitment to fostering a culture of academic honesty underscores her dedication to supporting the academic integrity community. Acknowledging the pivotal role of assessment in facilitating student learning and the realisation of our educational objectives, Sheridan has spearheaded UniSA’s Authentic Assessment Project as part of the UniSA Academic Enterprise Plan. This initiative refined UniSA’s assessment methodologies, ensuring their alignment with the evolving needs of the contemporary workforce. UniSA is enhancing its assessment practices and fortifying its students’ preparedness for the challenges of tomorrow’s professional landscape.
Mr Janageeth Logeswara
Student President
Flinders University Student Association, Australia
Biography
Janageeth, a third-year Computer Science (Artificial Intelligence) student at Flinders University, also holds the position of President of the Flinders University Student Association (FUSA). Originally from Sri Lanka, Jana initially pursued online studies for a year before relocating to Australia in 2021 to further his education. As an international student with a keen interest in AI and firsthand experience utilizing it, Jana brings valuable insights to the table. Additionally, he actively contributes to the Student Appeals Committee and Board of Inquiry, where he addresses various Academic Integrity issues within the university. Given his background in Artificial Intelligence and his involvement in shaping the university’s AI academic policies, Janageeth offers a fresh and informed perspective to the panel.