Seminar Series
This new series of seminars will have a strong focus on teaching and learning research and evaluation including case studies and empirical investigations of innovation in practice. Topics will cover a broad range of teaching and learning innovations often focusing on the use of technology in higher education, but not exclusively so. The seminars will be presented by a range of academics from both within the University and from other Australian and international universities. These seminars are open to any member of the University and public. They are designed to stimulate discussion and reflection around teaching and learning innovation in higher education. The seminar format will include plenty of time for questions and discussion. Seminars will run fortnightly on Wednesdays between 1pm – 2pm.
On-line registration is now available (see below seminar list).
Information on past seminars is here (lecture captures are available for some of these seminars).
For queries regarding the Innovations in teaching & learning seminars, please contact Linda Corrin tel: 9035 9685 email:
The schedule for our 2014 seminar series is below. Semester 2 will be advised later in the year.

26 March

Professor Peter Reimann
CoCo Research Centre
Faculty of Education and Social Work
University of Sydney

Venue: Barbara Falk Room,
Centre for the Study of Higher Education



Capturing and analyzing learning data across multiple applications: The end of the monolithic learning management system
While the technology-rich university makes it comparatively easy to gather, store and access data on students’ activities, turning those into information on learning that can inform pedagogical decision-making is still hard to achieve. We are data rich, but comparatively information poor. Based on developments in learning analytics and computer-based knowledge diagnosis, it will be illustrated how learning activities from multiple sources, such as Moodle, Mahara and Google Apps, can be traced across platforms and how these activity data can be turned into information on changes in students’ knowledge and skills. Drawing on experiences made in the context of the European Commission funded Next-Tell project (, it will be shown how modelling of the teaching/learning process is a key enabler for the automatic interpretation of learning data, and how teachers can be supported in this modelling process. Based on experiences in K-12 classrooms, it will be illustrated how learning can be visualised as to be easily interpretable by teachers, and how these visualisations can inform pedagogical decision making.

Wednesday 9 April, 1-2pm

Dr Wally Smith
Dora Constantinidis
Computing and Information Systems
University of Melbourne

Venue: Barbara Falk Room,
Centre for the Study of Higher Education



The 3D challenges of adapting mobile devices for fieldwork teaching and learning
Fundamental to active learning is the requirement for students to engage with activities that facilitate deeper learning. Fieldwork exercises that are based on active learning principles are essential to a range of discipline learning from Architecture to Zoology. This presentation will provide some insights from 3 case studies that investigated issues surrounding the use of mobile devices for student fieldwork exercises in the Built Environment (Architecture). The main challenges for appropriate adaptation and application of mobile devices are based on the 3D aspects of: Design, Development and Deployment. These three dimensions have the potential to impact how successfully mobile devices are applied for teaching and learning purposes. We will present some of the outcomes of a project: “New Tools and Techniques for Learning in the Field: Studying the Built Environment” that is supported by the Australian Government Office for Learning and Teaching (OLT). This OLT funded project aims to improve the overall application of mobile devices for fieldwork teaching and learning exercises. The seminar will discuss the challenges and benefits of mobile device deployment in higher education and present an overview of principles that need to be considered when designing and developing fieldwork exercises that use mobile devices.

30 April

Panel - to be confirmed.

Venue: Barbara Falk Room,
Centre for the Study of Higher Education



Learning Analytics @ Melbourne – A Panel Discussion
This panel session will explore current use and research of learning analytics at the University of Melbourne. Learning analytics refers to the analysis of data about learners and their activities to inform the enhancement of teaching and learning practices and environments. An expert panel will discuss some the current and potential uses of learning analytics at the University. There will be plenty of time for questions from the audience about how learning analytics can be used to support teaching and learning in higher education.

Wednesday 14 May, 1-2pm

Dr Michael Lew & Dr Rosa McCarty
Department of Pharmacology and Therapeutics
University of Melbourne

Venue: Barbara Falk Room,
Centre for the Study of Higher Education



Process and perceptions of summative peer assessment of a large cohort
Peer assessment offers potential advantages in staff workload and in student engagement and learning outcomes. In this seminar the findings of a study of a peer assessment activity undertaken in a third-year biomedical science capstone subject will be presented. Students in this subject were required to assess the work of five of their peers as well as their own. The activity made use of several tools including Turnitin and custom software written to enable the curation of the student marks and to rapidly scan the patterns of the marks to detect any obvious anomalies and outliers. This seminar will examine the processes and tools used to facilitate the peer assessment activity as well as student feedback and outcomes.

28 May

Mr Glen Jennings, Associate Dean (Academic Operations)
Trinity College Pathways School

Dr Jennifer Mitchell, Elearning Coordinator Trinity College Pathways School

Venue: Barbara Falk Room,
Centre for the Study of Higher Education


Academic Development and Student Outcomes in the Trinity College iPad Project
Success of the Trinity College iPad Project has been achieved through teaching innovations, higher student results and student numbers, as well as more intentional and systematic professional development for all academic staff. Quantitative analysis of student results over four years reveals statistically significant improvement. This presentation will firstly outline steps taken to equip academics with the necessary skills to exploit the iPad’s capabilities in program delivery. Secondly, a brief report of longitudinal student outcomes before and following the introduction of the iPad will be provided.