Explore innovative learning and teaching practices that facilitate student learning and success

The Transforming Learning Symposium was held on Monday 23 October at Nathan campus. The day featured thought provoking keynotes from Griffith staff and an international guest speaker, as well as opportunities for sharing of practice with colleagues from each of Griffith's academic groups. Video presentations and other resources from these sessions will be available soon.

Keynote speakers

Image of Professor Mick Healey

Professor Mick Healey

Engaging Students as Partners in Learning and Teaching in Higher Education

Mick Healey is a higher education consultant, researcher and Emeritus Professor at the University of Gloucestershire, UK. He is currently a Visiting Professor at University College London and The Humboldt Distinguished Scholar in Research-Based Learning at McMaster University, Canada.

Read more about Mick's keynote

Image of Associate Professor Leonie Rowan

Associate Professor Leonie Rowan

Building rapport with students

Leonie Rowan is an Associate Professor in the School of Education and Professional Studies at Griffith University. Her research is focused on the social context of education and the relationship between quality teaching and social justice.

Read more about Leonie's keynote

Image of Dr Sakinah Alhadad

Dr Sakinah Alhadad

Learning Analytics

Sakinah Alhadad is a psychological scientist with specialist expertise in behavioural and cognitive science in relation to student learning and well-being, learning analytics, research methods and statistics and academic development. Sakinah’s research interests sit at the research-practice nexus, with the broad goal of enhancing the practice of teaching and learning.

Read more about Sakinah's keynote


Session Details
Opening and Acknowledgement of Country Presented by Professor Alf Lizzio (Dean and Director, Learning Futures)
Welcome Address Presented by Professor Debra Henly (Deputy Vice Chancellor, Academic)
Keynote Address

Engaging Students as Partners in Learning and Teaching in Higher Education

Professor Mick Healey

Keynote Address

Building rapport with students

Associate Professor Leonie Rowan

Keynote Address

Learning Analytics

Dr Sakinah Alhadad

Parallel Sessions– Sharing Practices

Preservice to Professional: Raising critical consciousness

Dr Loraine Mc Kay and Henry Cook, Arts, Education and Law

What makes a MOOC?

Professor Nick Barter and Marie Szymanski, Griffith Online

Integrating structural changes to enhance engagement

Harry van Issum, Arts, Education and Law

Explain Everything with Digital Ink

Dr Mirela Malin, Griffith Business School

Online Capstone: Oxymoron or potential?

Dr Heather Stewart, Griffith Business School

Engaged scholarship: Promise, potential, pitfalls and payoffs

Professor Anne Tiernan, Office of the PVC (Business)

Go Health Go Griffith

Associate Professor Suzi Owen, Griffith Health

Strategic engagement of Foundation Year Health students with chemistry – enhancing the first year experience

Andrew Pearson, Griffith Health

Transforming Physiotheraphy Students into Professionally Capable, Work-Ready, Health Practitioners Using Novel Action- Learning Activities

Dr Sean Horan, Griffith Health

The challenge of developing reflective practice and reflective writing in biomedical science post graduate students

Alison White, Griffith Sciences

Expectations, perceptions, mindsets – reality check

Sarah-Jane Gregory, Griffith Sciences

Analogies for understanding: It is as easy as riding a bicycle or using a drill

Dr Christopher Love, Griffith Sciences

Keynote topics

Engaging Students as Partners in Learning and Teaching in Higher Education

Presented by Professor Mick Healey

Ways of engaging students in higher education as partners in learning and teaching is arguably one of the most important issues facing higher education in the 21st Century. Join Mick Healey from the UK for this interactive keynote that will explore four ways in which students may be engaged as partners through:

  • learning, teaching and assessment
  • subject-based research and inquiry
  • scholarship of teaching and learning
  • curriculum design and pedagogic advice and consultancy

Particular attention will be paid to how we may build on and move beyond listening to the student voice and involve students as change agents who can have an impact on the teaching and learning that they and their fellow students experience, through mentoring staff, co-researching teaching and learning, and co-designing the curriculum.

The Power of the Paradox: Developing educational experiences that build positive relationships and preserve academic integrity

Presented by Associate Professor Leonie Rowan

Research relating to “student engagement” and “student satisfaction” increasingly highlights the powerful impact of positive relationships on the ways that students respond to a learning experience. Related scholarship also shows that academics can hold dramatically different beliefs regarding the extent to which it is possible (or desirable) to consider student satisfaction when developing courses intended to achieve specific, non-negotiable outcomes.

Debates on this question sometimes position “student satisfaction” and “positive relationships” as oppositional to concepts such as “academic integrity” and “professional standards”. The resultant tension does not have to be conceptualised in a negative way.

This presentation addresses the question: can reflecting on educational paradox enable powerful, pedagogical decision making in university contexts? It explores how students responded to academic efforts to build student-centred environments characterised by positive relationships while maintaining the highest of academic standards.

Evidence-informed Learning and Teaching Practice in a World with Learning Analytics: Unique challenges and opportunities

Presented by Dr Sakinah Alhadad

Evidence-informed educational practice is often defined by a set of systematic, intentional, evaluative, and reflective inquiry practices. As digital technologies become ubiquitous in Higher Education, new ways of collecting data has emerged that can change the way these inquiry practices operate.

Learning analytics, as a multidisciplinary field of inquiry and development, offers opportunities to integrate and challenge traditional approaches to evidence-informed learning and teaching practice in Higher Education.

While the field has demonstrably made progress in various domains of educational practice, such as applications of learning analytics to facilitate personalisation of feedback to students (e.g., Liu et al., 2017), to inform or evaluate impact of design for learning (Hernández-Leo & Pardo, 2016), or to better understand learning strategies (Gasevic et al., 2017), it is not without gaps and challenges (Lodge et al., 2017).

In this session, Sakinah will highlight a few key opportunities and challenges the sector faces in working towards advancing meaningful evidence-informed educational practice in Higher Education, and will work through some of these affordances and challenges in a practical application as an educator.