Conference starts in 174 days

Main Menu

Pre-conference workshops

The pre-conference workshops will be held on Monday 7 July 2025 on-site only (location to be confirmed). All other on-site conference events will be held at the Perth Convention & Exhibition Centre.

Registration for the on-site pre-conference workshop are $85 each, per workshop. This includes the one full-day workshop (TATAL).

The one full-day workshop, TATAL (Talking about Teaching and Learning) is partly subsidised by HERDSA as a benefit to members. Delegates registering for the TATAL full day workshop will receive morning tea, lunch, and afternoon tea.

Delegates registering for the half-day workshops 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.

HERDSA is offering two FREE half-day Executive workshops focused on fellowships and publications: Workshop 10 – Peer Review: contributing to scholarly publication and Workshop 11 – The HERDSA Fellowship: Taking the first practical steps to towards achieving a Fellowship

Full-day workshop

8:30am - 3:30pm

Facilitators

Dr Nicole Reinke, University of the Sunshine Coast
Dr Stuart Schonell, University of Western Australia
Abigail Lewis, Edith Cowan University
Mr Robert Kennelly, University of Canberra
Dr Gesa Ruge, Curtin University

This workshop has a maximum capacity of 30 people.

The fee for this workshop is partially subsidised by HERDSA as a benefit to members.

Aim

‘Talking about Teaching and Learning’ (TATAL) workshops create a safe, trusting, respectful space for cohorts of reflective practitioners to meet and advance their sense of learning and teaching enquiry, and to develop a teaching philosophy.

Focus

  • Establish a safe collaborative environment in which to investigate the challenges and successes of teaching and learning.
  • Enhance skills and confidence in talking and writing about teaching and learning.
  • Begin to articulate a personal teaching philosophy.

Overview

The TATAL experience begins online, continues at the conference workshop, and carries on post-conference through synchronous collaborative sessions, with a view to improving practice, by peer mentoring and support.

Intended Audience

  • Anyone who teaches others (e.g. academics, learning designers) and who seeks time and the support of like-minded others to develop an in-depth awareness of their teaching practice. 

Context

This 14th TATAL workshop supports HERDSA’s aim to ‘facilitate and promote the enhancement of teaching and learning on an ongoing basis’.

Activities.

  • Before the conference (from Monday 23rd June, 2025) participants will complete on-line modules with content, discussions, and guided free-writing.
  • During the pre-conference workshop (8.30am – 3.30pm on Monday 7th July, 2025) TATALers continue exploring teaching practices and begin constructing their teaching philosophy. 
  • During the TATAL conference breakfast meeting (Wednesday 9th July, 2025) participants will meet experienced TATALers and may join a TATAL group.
  • Post-conference, participants may continue their mentored collaborative reflection in ongoing TATAL groups.

Each workshop activity builds on the previous, to support the participants’ reflections and ongoing development. 

Engagement

TATALers will engage in individual and small group activities including free writing, discussion, reflective conversations, and construction of their teaching philosophy.

Justification
TATAL addresses the overall conference theme, Shaping Education: Past, Present, Future as well as Professional Learning for Changing Academic Practices. The workshop provides a forum to advance teaching practice by building on past research, engaging with contemporary pedagogies, practices, and fostering innovative collaborations. The workshop increases educators’ resilience and understanding of teaching practice. By sharing their knowledge and collaboratively reflecting, participants contribute to each other’s professional learning and development (Scott et al., 2022). Good teaching takes time and commitment, which resonates strongly in the literature (McCormack & Kennelly, 2011). TATAL offers an opportunity for time-poor academics to devote time towards their professional growth. 

 

McCormack, C. & Kennelly, R. (2011). ‘We must get together and really talk…’. Connection, engagement and safety sustain learning and teaching conversation communities. Reflective Practice: International and Multidisciplinary Perspectives, 12(4), 515-531.

Scott, J., Pryce, J., Fisher, M.B., Reinke, N.B., Singleton, R., Tsai, A., Li, D., Parkinson, A.L., Eri, R., Reid, S., & Shuker, M.-A. (2022) HERDSA TATAL Tales: Reflecting on academic growth as a Community for Practice. In U.G. Singh, C.S. Nair, C. Blewett, & T. Shea (Eds), Academic Voices: A Conversation on New Approaches to Teaching and Learning in the post-COVID World (pp. 269-281). Elsevier.

On-site half-day workshops (morning)

8:30am - 12:00pm

Facilitators
Assoc Prof Guy Curtis, University of Western Australia

Aims

This workshop aims to provide participants with the knowledge and skills to plan, conduct, and publish research into issues of academic integrity and academic misconduct (e.g., plagiarism and cheating).

Focus

This workshop focuses on the practicalities of researching academic integrity issues by providing relevant knowledge (e.g., ethical issues, research design, opportunities for publication). Participants will also be able to practically plan and design their first (or next) academic integrity research project.

Overview

  • Intended audience: People who are interested in conducting research into academic integrity specifically and scholarship of learning and teaching topics more generally.
  • Context and if applicable reference to literature informing the workshop: Academic integrity and academic misconduct are “hot topics” in higher education and scholarship of learning and teaching. According to SciVal, cheating and plagiarism are among the top 5% of all research topics listed in Scopus by current “prominence”. Relevant references include the >100 chapters of the recent Second Handbook of Academic Integrity (Eaton [Ed.], 2024).


Workshop Plan:

The workshop will cover the topics outlined below: The facilitator will present briefly on each topic with discussion and activities related to each topic.

Ethical considerations, and how to manage them appropriately, will be discussed such as designing research into the sensitive topic of academic misconduct, managing unequal relationships between teaching staff as researchers and students as research participants, etc. Relevant literature: key sources on academic integrity and the current state of the literature will be discussed. Options for funding academic integrity research will be outlined including relevant grants, and options for publication will be discussed including specialist journals on this topic, higher education journals, disciplinary-specific journals, books, and relevant conferences. Examples of research will be used to illustrate research designs and methodologies, pointing back to ethical considerations in these studies. Participants will brainstorm research ideas and applications of methodologies with which they are familiar to academic integrity research questions. In the final section of the workshop participants will begin to develop their plan for an academic-integrity-related research project, with the opportunity for feedback from the facilitator and other attendees.

Facilitator
Dr Deepika Jindal, The University Of Auckland

Aim

The workshop aims to empower academics with practical strategies for job crafting, enhancing their engagement, satisfaction, and productivity in their roles.

Focus

This workshop will focus on the practical application of job crafting techniques, supported by recent research findings. Participants will learn how to tailor their job roles to better fit their strengths and interests, ultimately improving their professional well-being and performance.

Overview

The workshop will begin with an introduction to the concept of job crafting, followed by interactive activities where participants will identify areas of their job they can craft. Case studies and examples from academic settings will be used to illustrate successful job crafting strategies.

Audience

This workshop is designed for academics at all career stages who are looking to enhance their job satisfaction and performance through job crafting.

Context

The workshop will draw on key literature in the field of job crafting, including the foundational work by Wrzesniewski and Dutton (2001), and more recent studies that highlight the benefits of job crafting in academic settings.

Workshop Plan

  • Introduction (25 minutes): Overview of job crafting and its relevance to academics.
  • Interactive Session (35 minutes): Participants will engage in activities to identify areas of their job they can craft.
  • Case Studies (30 minutes): Presentation of successful job crafting examples in academia.
  • Group Discussion (30 minutes): Participants will share their insights and plans for job crafting.
  • Action Plan Development (30 minutes): Participants will create a personalized job crafting plan based on their values, strengths, and passions.
  • Q&A and Wrap-up (30 minutes): Open floor for questions and final thoughts.


Learning outcomes

By the end of the workshop participants will:

  • Grasp the context of job crafting and its applicability within an academic context.
  • Recognise aspects of their current academic roles (teaching, research, service) that can be crafted to better align with their strengths and passions.
  • Unleash their creativity to find new ways to make their work more fulfilling.
  • Improving person-job fit.
  • Be a job crafter.

Facilitator
Dr Lauren Woodlands, QUT
Mr Tain Lloyd, QUT


AIM:

By the end of this workshop, participants will be able to:

  • Identify opportunities to integrate Aboriginal and Torres Strait Islander perspectives into practice
  • Create a personalised plan for enhancing practice including actionable strategies suitable for their context

FOCUS:

This workshop utilises collegial peer learning to guide possibilities for change and enhancement to practice (Kottmann, Schildkamp & van der Meulen, 2024) and self-reflective exercises to unearth how discipline and institutional bias perpetuates knowledge practices (Gibson & Woodlands, 2024).

OVERVIEW:

This workshop caters to professional and academic staff and has been developed in the context of higher education, aligned with the Universities Australia Indigenous Strategy 2022-2025 and Australian Universities Accord Final Report (2024) including strengthening the presence of Indigenous ways of being, seeing and knowing within curriculum. To model respectful partnerships, this workshop will be co-facilitated by an Indigenous and non-Indigenous educator. With Indigenous staff making up less than 1.5% of employees in Australian universities, and an even smaller number in academic jobs (DESE, 2021), this workshop equips staff with the skills to make decisions about their practice to avoid placing expectations on Indigenous staff to be expert advisors or represent all Indigenous people (Menzel, 2022).

WORKSHOP PLAN:

Acknowledgement of Country & Connection with learning (30 minutes): 

  • Welcome and the purpose of an Acknowledgement and exploration of how to create connection with students and colleagues in your context

Higher Education & Discipline Contexts. A Rationale for Culturally inclusive and respectful curriculum (30 minutes):

  • Overview of Australian higher education informed by recent research and statistics
  • Group discussion and co-creation of shared meaning of terminology: e.g. Inclusive, embedding, including, centring, appropriation, respect, partnership, Indigenous-led, informed.

Case Studies of approaches in practice (45 minutes):

  • Small groups to review a series of case studies considering approaches and ways Indigenous ways of seeing, being and knowing have been included within curriculum and pedagogy.
  • Whole-group capture of insights and reflections on case studies

Context Mapping and Collaborative Planning (45 minutes)

  • Guided reflection on unpacking context and make actionable decisions about practice.

Peer Feedback & Next Steps (30 minutes)

  • Feedback in small groups and whole group discussion on take aways and practical strategies for engaging with Indigenous Perspectives within your context

Department of Education, Skills and Employment (2021). Indigenous staff 2021. https://www.dese.gov.au/higher-education-statistics/resources/2021-staff-indigenous

Gibson, C. & Woodlands, L. (2024). Mati Mati, my boy Mati Mati: Using slow academia to embed Indigenous Knowledges in higher education. Knowledge Cultures, Vol 12 (3) In press, expected publication December 2024

Kottmann, A., Schildkamp, K. & van der Meulen, B. (2024). Determinants of the Innovation Behaviour of Teachers in Higher Education. Innovation in Higher Education 49, 397–418. https://doi.org/10.1007/s10755-023-09689-y

Menzel, K. (2022). The Conversation: First Nations work expectations. https://tinyurl.com/IndigenousConversation

Facilitator
Dr Bri Mckenzie, Curtin University
Kim Andreassen, Curtin University

Aim

This workshop aims to inspire and empower higher education educators to adopt queer and LGBTQIA+ inclusive teaching practices. Creating queer-inclusive environments not only ensures safety and affirmation for all students, regardless of sexual orientation or gender identity, but also introduces innovative teaching methods that benefit all students.

Focus

Participants will explore current research on queer inclusivity in higher education, covering both theoretical and practical applications. The workshop emphasises strategies for integrating diverse perspectives into curricula and fostering an inclusive classroom atmosphere.

Overview

The session begins with an overview of the importance of queer inclusivity in education, supported by recent research. Participants will engage in collaborative discussions and activities to identify barriers to inclusivity and brainstorm solutions. The workshop will conclude with the development of specific strategies for incorporating queer-inclusive practices and innovative ways to bring queer perspectives into courses.

Intended Audience

This workshop is for higher education educators, instructional designers, and academic leaders seeking to enhance their teaching practices and create supportive environments for all students.

Context and Literature Reference

Informed by key research on LGBTQA+ inclusion in Australia (Ullman 2021, Hill et al 2021), the workshop aligns with HERDSA’s mission to promote inclusive educational practices. Grounded in research, it offers participants a strong foundation for implementing queer-inclusive strategies in classrooms and curricula.

Workshop Plan

  1. Introduction (30 mins): Overview of queer inclusivity and its significance in higher education.
  2. Identifying Barriers (40 mins): Small group discussions to identify challenges faced by LGBTQA+ students.
  3. Collaborative Strategy Development (40 mins): Group work to develop strategies for queer-inclusive teaching.
  4. Break (10 mins)
  5. Sharing and Reflection (30 mins): Participants share insights and set future action goals.
  6. Wrap-Up and Resources (20 mins): Practical steps and resources for ongoing development.
  7. Feedback (10 mins): Participants provide workshop feedback via Microsoft Forms.

Facilitators

Dr Cally Guerin, La Trobe University
Assoc Prof Eva Heinrich, Massey University

This is a free half-day workshop provided by HERDSA


Aim of the workshop

The aim of the workshop is to develop participants’ understanding of the foundations of journal reviewing practices and processes. This in turn will develop skills in providing effective, high-quality peer review of scholarly publications.

Focus of the workshop

Understanding the expectations of peer review and the reasoning behind them

Learning about different peer review approaches

Practical application of peer review skills

Overview of the workshop

Intended audience: Those who are new to academic publication and interested in developing peer review skills, including professional staff, research students and early career academics.

Context: HERDSA academic journal publications (ASRHE and HERD)

Brief workshop plan with an emphasis on activities to engage participants

  • Introduction, acknowledgement of country, session overview, icebreaker activity to introduce participants to each other.
  • Reasons for reviewing (large group discussion) – The group will be invited to identify their own reasons for why they offer to do peer reviews for journals, focusing on the benefits they see as relevant to their own circumstances.
  • Models of peer review – Facilitators will explain different models such as anonymised, open, pre-publication models.
  • What reviewers are looking for (small group activity) – Small groups will work together to created a checklist of aspects of the journal article they expect reviewers to evaluate and comment on. Then we will compare that to the criteria of HERDSA’s two journals, ASRHE and HERD.
  • Constructive review – Facilitators will invite participants to consider the language and approach that makes reviewer feedback helpful to authors in developing their articles.
  • Group reading and reviewing activity – Facilitators will provide a sample article (already published, with author approval) to read and provide comments on. The focus will be on how to frame comments positively and constructively.


Brown, K. (2019) Cultivating a ‘collegial turn’ in doctoral education, Teaching in Higher Education. DOI: 10.1080/13562517.2019.1680538

Caffarella, R. S. & B. G. Barnett. (2000). Teaching doctoral students to become scholarly writers: the importance of giving and receiving critiques. Studies in Higher Education, 25(1), 39–52. DOI: 10.1080/030750700116000

Chong, S. W., & Lin, T. (2023). Feedback practices in journal peer-review: a systematic literature review. Assessment & Evaluation in Higher Education, 49(1), 1–12. DOI: 10.1080/02602938.2022.2164757

Heinrich, E., Hill, G., Kelder, J. A., & Picard, M. (2024). Group-based journal review: opportunities for researcher development and enjoyment. International Journal for Academic Development, 1–16. DOI: 10.1080/1360144X.2024.2312524

Horta, H., & Jung, J. (2024). The crisis of peer review: Part of the evolution of science. Higher Education Quarterly, e12511. DOI: 10.1111/hequ.12511

Kelly, J., Sadeghieh, T., & Adeli, K. (2014). Peer Review in Scientific Publications: Benefits, Critiques, & A Survival Guide. EJIFCC, 25(3), 227–243. PMCID: PMC4975196

Lundstrom, K., & Baker, W. (2009). To give is better than to receive: The benefits of peer review to the reviewer’s own writing. Journal of Second Language Writing, 18(1), 30-43. DOI: 10.1016/j.jslw.2008.06.002

Mason, S. & Chong, S.W. (2022). Bringing light to a hidden genre: the peer review report, Higher Education Research & Development, 42(3), 664–678. DOI: 10.1080/07294360.2022.2073976

Woodhouse, J. & Wood, P. (2020). Creating dialogic spaces: developing doctoral students’ critical writing skills through peer assessment and review, Studies in Higher Education. DOI: 10.1080/03075079.2020.1779686

On-site half-day workshops (afternoon)

12:45pm - 4:15pm

Facilitator
Dr Laura Hughes, Centre for Research in Assessment and Digital Learning (CRADLE), Deakin University
Mrs Tegan Little, Centre for Research in Assessment and Digital Learning (CRADLE), Deakin University
Dr Joanna Tai, Centre for Research in Assessment and Digital Learning (CRADLE), Deakin University
Prof Phillip Dawson, Centre for Research in Assessment and Digital Learning (CRADLE), Deakin University

Aim

The aim of this workshop is for participants to draw on recent research findings to design interventions that aim to improve students’ feedback literacy.

Focus

The workshop will involve the presentation of research from an Australian Research Council-funded project on feedback literacy interventions that participants will then apply to develop a feedback literacy intervention for use in educational or professional settings.

Overview

Intended audience: Higher education teachers and third space professionals.

Context

While taking on feedback is important for improving work, it’s not always easy to do.  Developing students’ feedback literacy is key to learners making the most of the feedback they encounter in higher education and beyond. Although several approaches already exist (see Little et al., 2024), this workshop will innovatively draw upon the behaviour change wheel (Michie et al., 2014) as a theory-informed and evidence-based approach from health psychology to support students to change what they do. The workshop will introduce feedback literacy intervention designs such as assessments, curricula, workshops, and online modules that are applicable to diverse fields of study and learning environments. 

Little, T., Dawson, P., Boud, D., & Tai, J. (2024). Can students’ feedback literacy be improved? A scoping review of interventions. Assessment & Evaluation in Higher Education, 49(1), 39-52. https://doi.org/10.1080/02602938.2023.2177613

Michie, S., Atkins, L., & West, R. (2014). The behaviour change wheel: A guide to designing interventions. Silverback Publishing. www.behaviourchangewheel.com

Workshop plan

Opening activity: Participants will discuss existing disciplinary and professional feedback practices, guided by the principles of appreciative inquiry.

Presentation: Introduction to health behaviour change concepts and discussion of feedback literacy interventions.

Activity: Participants will apply health behaviour change concepts to design a feedback literacy intervention.

Share: Groups will present their intervention design to promote cross-pollination of ideas. To support critical discussion, the audience will vote for the best design, and the winners will receive a signed copy of a relevant book (provided by the workshop facilitators).

Facilitators
Mr Aaron Saint-James, UNSW
Prof Terry Cumming, UNSW
Associate Professor Karin Watson, UNSW
Ms Karen Kriss, UNSW
Ms Chantel Le Cross, UNSW
Dr Jess Macer Wright, UNSW
Dr Veronica Jiang, UNSW


Aim

This workshop introduces an Inclusive Education Toolkit designed to help educators create accessible, equitable, and neuro-inclusive course frameworks. Participants will learn practical strategies to make educational content inclusive for diverse learning needs, fostering belonging and support for neurodivergent students.

Focus

The workshop presents research-informed best practices in neuro-inclusive education and focuses on applying the Inclusive Education Toolkit. It offers actionable strategies for academic staff to implement neurodiversity principles in their teaching, fostering supportive learning environments.

Overview

This session highlights the importance of inclusive educational frameworks in modern higher education, especially for neurodivergent students. Facilitators will guide participants through the key components of the toolkit, demonstrate its application in real-world educational settings, and showcase successful case studies. The session also emphasises how inclusive practices enhance wellbeing and belonging for all students.

Context

Grounded in recent literature, including the Universal Design for Learning (UDL) framework, this workshop connects neuro-inclusive teaching practices to improved student engagement, mental wellbeing, and academic success.

Workshop plan

Introduction and Context Setting (10 minutes)

  • Overview of neurodivergence and challenges faced by neurodivergent students in higher education.
  • Provide brief context about the Inclusive Education Toolkit and its importance including how it is related to UDL

 Toolkit Overview with Demonstration (20 minutes)

  • Provide a concise walkthrough of the Inclusive Education Toolkit.
  • Focus on demonstrating key components relevant to different disciplines and relevant to UDL practices.

Early Participant Engagement: Hands-On Group Activity Part 1 (30 -35 minutes)

  • Groups will start applying the toolkit to specific course frameworks or scenarios.
  • Brainstorming inclusive strategies tailored to individual teaching contexts.

Discussion and Feedback (20 minutes)

  • Facilitated group discussions on initial toolkit applications, challenges, and opportunities.
  • Share key takeaways and strategies.

Break (30 mins)

Hands-On Group Activity Part 2 (30-45 minutes)

  • Refinement of group outputs based on feedback from the earlier discussion.
  • Provide examples of effective inclusive practices for comparison.

Q&A and Reflections (20 minutes)

  • Open floor for participants to ask questions and share reflections.

Wrap-Up and Call to Action (10 minutes)

  • Final reflections and practical next steps for engaging with the toolkit post-workshop.
  • Provide resources and contact information for ongoing support.

Intended Learning Outcomes

  • Develop an understanding of neuro-inclusive education and its significance.
  • Gain practical skills to make educational content accessible and inclusive.
  • Learn strategies to foster belonging and support for neurodivergent and diverse learners by applying Universal Design for Learning (UDL) principles to create inclusive and flexible teaching practices.

Facilitator
Dr Weeming Lau, Monash University, Malaysia
Dr Joel Moore, Monash University, Australia
Dr Amna Mazeh, Monash University, Australia

Aim

  • Design and implement virtual scenarios using generative AI (gAI)
  • Apply ATLAS technology to foster student engagement in self-directed learning
  • Conduct and analyze AI-powered role-plays
  • Critically evaluate the opportunities and challenges of AI in education

Focus

This workshop offers hands-on experience in leveraging gAI and ATLAS technology to create immersive, safe, and motivating self-directed learning environments across disciplines.

Overview

Target Audience: Students, educators, and clinicians from diverse disciplines

Context: Online and self-directed learning

ATLAS (Authentic Teaching and Learning Application Simulations) is an innovative educational platform that harnesses generative artificial intelligence to create authentic professional practice experiences. The platform bridges the gap between academic theory and real-world practice in higher education by providing immersive, interactive simulations of professional scenarios. Built on cutting-edge AI technology, ATLAS creates a safe, controlled environment where students can develop and refine their professional skills through realistic interactions.

The advent of AI in education has shifted the educational paradigm from the traditional classroom-based learning to a contemporary one that is self-paced and self-directed by the learner (Ayeni et al.,2024)

This interactive workshop guides participants through the process of creating virtual scenarios using gAI and implementing them on the ATLAS platform. Participants will engage with ATLAS to experience lifelike interactions where sophisticated AI analyzes language, expressions, and body language to generate dynamic, responsive encounters with simulated patients. The platform provides detailed, constructive feedback based on customized criteria, offering insights into performance, identifying strengths, and highlighting areas for improvement. This immersive experience is followed by focused peer discussion and clinical reasoning, demonstrating the potential of AI-enhanced learning environments.

ATLAS delivers a comprehensive simulation environment through three key technological components. First, its multi-modal interaction system enables natural voice communication with AI personas while providing visual feedback through contextual emotional responses and body language. Second, the platform’s AI-powered personas, developed with field experts, adapt their communication style and emotional state dynamically based on user interactions, handling complex conversations that mirror real-world challenges. Third, the integrated learning support system provides real-time feedback and detailed session analysis, allowing students to track their progress and refine their skills over time.

The platform has proven its versatility through successful implementation across multiple disciplines, including education (parent-teacher interactions), healthcare (patient consultations), pharmacy (clinical communications), and public health (crisis communication). Operating as a secure, web-based platform, ATLAS seamlessly integrates with existing learning management systems while supporting multiple concurrent users.

For example in Medicine – ATLAS will take on the role of a virtual patient (VP) in a clinical context and interact with the interviewer (in this case, participant) verbally. The output by the VP will also be available in the text format, thereby removing ambiguities of misunderstanding the spoken language. Participants will be shown how to script instructions to achieve a specific level of responses to the interviewer, and script the feedback to be provided to the interviewer at the completion of the interview (mentor report).

Using free GAI tools such as Chat GPT, Perplexity and Microsoft Co-pilot We will demonstrate the application with a specific presenting complaint. All participants create a set of simulated patient instructions for the role play. Participants will use this information to create specific instructions to ATLAS where ATLAS will take the role of the virtual patient.  

Reference

Ayeni, O. O., Al Hamad, N. M., Chisom, O. N., Osawaru, B., & Adewusi, O. E. (2024). AI in

education: A review of personalized learning and educational technology. GSC Advanced Research and Reviews, 18(2), 261-271.

Workshop Plan

  • Introduction and Icebreaker (15minutes): Share experiences with virtual patients in teaching and learning
  • gAI Overview (20minutes): Explore various AI tools for creating relevant virtual patient scenarios
  • Scenario Creation (30minutes): Collaborative group work to design an appropriate scenario
  • Group Presentations (30minutes): Present their scenario, followed by feedback and discussion
  • ATLAS Implementation (60minutes): Apply scenarios to ATLAS, conduct role-plays, and analyze AI-generated feedback reports
  • Challenges and Opportunities (20minutes): Discuss the potential, limitations, and ethical considerations of using AI and virtual patients in education
  • Conclusion (5minutes): Summarize key takeaways and future directions

Participants work in small groups throughout the workshop to ensure interactive dialogue and hands-on experience.

Facilitators
Assoc Prof Trish McCluskey, Deakin University
Dr Amanda Edgar, Deakin University

Aim

This workshop aims to explore the evolving concept of “space” in learning environments, particularly in light of the impact of AI in higher education. It will highlight the importance of creating and maintaining physical, digital, and emotional spaces where students and staff can share ideas, reflect, and navigate the uncertainties AI brings to education. Participants will leave with strategies to design inclusive, flexible and supportive spaces that foster meaningful learning experiences.

Focus

The workshop will offer a comprehensive look at how spaces—physical, digital, and emotional—need to be reimagined to meet the demands of an AI-driven educational experience. It will emphasise the practical application of creating supportive, reflective, and safe learning environments for students and educators alike.

Overview

Research shows that students and staff benefit from a variety of spaces—whether digital or physical—that allow for open dialogue, emotional support, and collaborative learning (Birdwell & Harris, 2022). This workshop will integrate these findings and focus on a resilience-focused approach to navigating learning spaces in the AI era.

In the future, AI-enabled learning spaces are likely to be hybrid, fluid environments where digital and physical elements blend seamlessly. In this future, learning spaces could feature smart technologies that personalise learning experiences in real time, virtual spaces for remote collaboration, and digital tools that enable interaction across global campuses.

Equally important will be creating emotionally safe spaces where students and staff can reflect on the ethical, social, and practical implications of AI in education.

Workshop Plan

  • space mapping exercises where participants design ideal physical and virtual learning spaces for an AI-enhanced future.
  • reflective dialogue circles offering space to discuss personal experiences and concerns regarding AI’s influence on education.
  • creative problem-solving activities focused on fostering digital and emotional safety in AI-enhanced environments.

Participants will engage in scenario-based discussions on how to create “safe spaces” for critical reflection, allowing for moments to “freak out” about the future while also building resilience.

By the end of the workshop, attendees will have actionable ideas for creating inclusive spaces that support learning and adaptation in the AI age.

Research Foundations

This workshop is grounded in emerging research on learning spaces and the impact of AI in higher education. Key studies include:

  • Birdwell & Harris (2022), which demonstrates the value of diverse, flexible learning environments—both physical and digital—for fostering collaboration and emotional well-being.
  • Selwyn (2023), exploring the social and ethical dimensions of AI in education and their implications for inclusivity and student agency.
  • The recent TEQSA (2024) guidelines on AI adoption in Australian higher education, which emphasise the importance of pedagogically driven technology integration.

The workshop will also draw on Cultural Historical Activity Theory (CHAT) as a lens for understanding how spaces—whether physical, digital, or emotional—are shaped by interactions between learners, educators, tools, and institutional contexts.

Specific Engagement Strategies

The workshop will prioritise active engagement through the following strategies:

  1. Space Mapping Exercise: Participants will collaborate in groups to sketch or design their vision of ideal AI-enabled learning spaces. These maps will incorporate physical, digital, and emotional dimensions, fostering a collective understanding of inclusive learning environments.
  2. Reflective Dialogue Circles: Facilitators will guide small-group discussions using prompts designed to elicit personal experiences and concerns regarding AI in education. This activity aims to build empathy and peer learning.
  3. Scenario-Based Problem Solving: Using real-world case studies, participants will identify challenges and co-create solutions for designing safe, supportive, and innovative spaces.
  4. Critical Reflection Moments: Participants will be given space to individually or collectively reflect on their concerns about the AI future. This structured time acknowledges the emotional impact of AI changes while fostering constructive pathways forward.

Theoretical Framework

The workshop employs Cultural Historical Activity Theory (CHAT) as the primary theoretical framework. CHAT provides a robust structure to examine the interconnected elements of learning spaces, including:

  • The subject (students and educators)
  • The tools (AI and related technologies)
  • The rules (institutional policies, ethical norms, and pedagogical practices)
  • The community (peer groups, faculty, and external stakeholders)

By applying the CHAT lens, participants will critically evaluate how learning environments are transformed by AI and identify strategies to align these transformations with institutional and learner needs.

Implementation Methodology

The workshop’s design reflects a practical, research-informed methodology for fostering learning and teaching spaces that accommodate the complexities of AI integration:

  1. Pre-Workshop Preparation: Participants will receive a curated set of pre-readings, including excerpts from Birdwell & Harris (2022) and Selwyn (2023), and reflective questions to prime their engagement with the session.
  2. Interactive Sessions: The workshop will use a blend of small-group activities, whole-group discussions, and individual reflections. Facilitation will encourage diverse perspectives, ensuring inclusivity.
  3. Actionable Outputs: At the conclusion, participants will co-develop a “Space Design Toolkit,” a digital resource capturing their designs, solutions, and reflective insights.
  4. Follow-Up Engagement: A post-workshop digital space will be established to share additional insights and resources, facilitating sustained collaboration and knowledge sharing.

Facilitators
Dr Lee Partridge, The University of Western Australia

This is a free half-day workshop provided by HERDSA

 

Aim

The workshop will aim to demystify some of the unknowns related to the HERDSA Fellowship. With the regular influx of new members and turnover of some old members that occurs each year at conference time, knowledge of the HERDSA Fellowship for many members remains incomplete or non-existent. In order to grow the Fellowship community more members need to have an accurate understanding of what it is, who it is for, the benefits it brings and the requirements needed to achieve Fellowship status.

Focus

The workshop will provide a practical exploration of the Fellowship process and requirements.

Overview

The workshop is intended for HERDSA members. new and old, who wish to learn more about the HERDSA Fellowship and make a preliminary start on developing the portfolio requirements. It will cover:

  • Background of the Fellowship
  • Structure of the Fellowship
  • Opportunity to develop initial plan for own Fellowship
  • Opportunity to begin writing an initial statement addressing one of the Fellowship criteria
  • Opportunity to give and receive feedback on developing Fellowship portfolio

Workshop Plan

20 mins Welcome and icebreaker activity

10 mins Background and Structure of the Fellowship info distributed

10 mins  What questions do you have?

Participants encouraged to discuss and document questions they may have related to the Fellowship development

30 mins    Participants plan a structure of your potential Fellowship portfolio. Sharing of developed plans.

10 mins    Examining to internal structure of the portfolio

What is each criterion focusing on? How to address the criteria?

20 mins   Participants choose a criterion they would like to address and begin writing the” Description and Outcomes” section.

10 mins Participants share their writing with colleagues and discuss the “Reflection and Learning” section to follow.

15 mins Participants work on their Reflection and Learning section and discuss the “Further Development” section to follow.

10 mins Participants complete their draft statement.

10 min   Participants act as reviewers for their colleagues’ statements providing feedback.

10 mins Summary including common pitfalls, muddiest point and next steps.

© HERDSA 2024

created by Aptly Web Design