Festival of Learning and Teaching 2024

The Festival of Learning and Teaching is an opportunity for all staff to share practice, be inspired, learn from one another, and network. Following a hugely successful event in June, the last event for the year, Impact through inclusion and innovationÌýwill be held on Thursday 31 October.

The Festival will engage with the innovative application of inclusive teaching practices in our current context. This focus also aligns with the aspirations of the new Adelaide University.

The Festival's theme of Impact through inclusion and innovation will be explored in concurrent sessions focused on these sub-themes:

  • Approaches to enabling all students to succeed
  • Valuing Indigenous knowledges
  • Applying culturally responsive pedagogy in practice
  • Reflective practice as innovation

The concurrent sessions enable both academic and professional colleagues to share expertise and practice in areas such as the transition to, and through university, including the provision of ongoing academic and learning support for students from a range of equity groups.

  • Definition of terms

    Inclusive teaching practices
    According to Advance HE’s , inclusive teaching approaches are those intentionally chosen to support all students to achieve success.

    ³ÉÈË´óƬ’s Student Mental Health and Wellbeing Strategy 2021-2024
    The ³ÉÈË´óƬ’s Student Mental Health and Wellbeing Strategy 2021-2024 outlines the goal to foster a flexible, engaging learning environment that recognises the mental health and wellbeing of students in its structure and delivery.

    Innovation
    The following definition is used to ensure a wide range of innovative practices are considered.

    Pedagogical innovation or innovation in learning and teaching
    Pedagogical innovation is intentional change in teaching practice made to enhance or transform student learning experience and outcomes, including the development of skills and attributes needed for post-study success. Innovation in education is primarily motivated by the desire to engage students and enhance learning, to address learning and teaching challenges, adjust to changing circumstances, and to improve communication and relationships with students. The innovation may be the integration of an existing approach, method, or technique into a new context that is not already widespread in the teaching of the discipline or within a Department or School.

    Sources
    Walder, A. M. (2017). Pedagogical Innovation in Canadian higher education: Professors’ perspectives on its effects on teaching and learning. Studies in Educational Evaluation. 54, 71-82.
    Serdyukov, P. (2017). Innovation in education: what works, what doesn’t, and what to do about it? Journal of Research in Innovative Teaching & Learning

    Equity Groups

    Equity groups
    A Fair Chance for All (DEET, 1990)

    Operational definitions

    Equity and general performance indicators in HE (Martin, 1994)

    People from low socioeconomic status backgrounds

    Students whose home postcode recorded in their student enrolment form falls within the lowest quartile of the population of a given catchment region (typically a state or the nation) determined by the value of the ABS index of Education and Occupation.

    Indigenous Australians

    Students who indicate Y to the student enrolment form questions: ‘Are you an Aboriginal or Torres Strait Islander?’

    Women in non-traditional areas

    Students who indicate F on the student enrolment gender question and who enrol in fields of study or program types with less than 40% female enrolment.

    People with disabilities

    Students who indicate Y to the student enrolment questions: 1. ‘Do you have a disability, impairment or long term medical condition, which may affect your studies?’ 2. Would you like to receive advice on support services, equipment and facilities which may assist you?’

    People from Non-English-Speaking-Backgrounds (NESB)

    Students whose responses to student enrolment questions indicate they were 1. Born overseas, 2. Arrived in Australia less than 10 years ago, and/or 3. Speak a language other than English at home.

    People from regional and remote areas

    Students whose home postcode recorded on their student enrolment is classified as regional or remote.

    Adapted from Gale, T., & Parker, S. (2013). Widening participation in Australian higher education. Report submitted to the Higher Education Funding Council for England (HEFCE) and the Office of Fair Access (OFFA), England. CFE (Research and Consulting) Ltd, Leicester, UK and Edge Hill University, Lancashire, UK.

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ÌýÌýPROGRAM

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Jason Lodge

Features of October Program

KEYNOTE

Associate Professor Jason Lodge, University of Queensland

Jason is Associate Professor of Educational Psychology and Director of the Learning, Instruction, and Technology Lab in the School of Education at The University of Queensland (UQ). With the lab team, Jason explores the cognitive, metacognitive, and emotional aspects of learning, particularly in higher education and with digital technologies, including artificial intelligence (AI). He and his team have a particular interest in self- and co-regulated learning.

Recently, Jason has been focused on the evolving role of AI in education. He serves as an expert advisor to the OECD and Australian National Task Force on Artificial Intelligence in Education and led the Assessment Experts Forum in partnership with the Australian Tertiary Education Quality and Standards Agency (TEQSA). The resulting resource,ÌýAssessment Reform for the Age of Artificial Intelligence,Ìýis being used across education sectors in Australia and around the world to rethink assessment in light of the emergence of generative AI. His most recent work in partnership with the Australian Centre for Student Equity and Success (ACSES) has been on developing a national framework for AI in higher education, a translation of theÌýAustralian Framework for Generative Artificial Intelligence in Schools.

Jason also serves as Deputy Associate Dean (Academic) in the Faculty of Humanities, Arts, and Social Sciences at UQ. He holds fellowships with the Psychonomic Society (US) and the Higher Education Research and Development Society of Australasia and is a Principal Fellow of the Higher Education Academy (UK). Jason has received numerous teaching awards, including the Australian Psychological Society’s Distinguished Contribution to Psychological Education and was an inaugural winner of the ASCILITE and CAULLT Award for Outstanding Leadership in Digital Learning in Higher Education in 2023. Additionally, Jason is an editor ofÌýStudent SuccessÌýand until recently served as the Lead EditorÌýof Australasian Journal of Educational Technology.

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Previous Festivals

To help craft a strong and positive future for our students, in 2023 the University embarked on a journey to design a future-fitÌýlearning and teaching strategy:Ìý

The Festival celebrates innovation in learning and teaching at the ³ÉÈË´óƬ. 2023 events were remodelled to align with the development of theÌýstrategy and to be responsive to the needs of academic and professional staff who teach and support learning.Ìý

Footage taken from the Festival of Learning and Teaching October 2023

Images from Festival events
Resources from previous Festival of Learning and Teaching events