Our research and partnerships

‘Enriching medical trainees’ learning through practice: towards a focus on patient-inclusive learning.’ 

Gold Coast Health and Gold Coast Hospital Foundation Large Research Grant Scheme, $99, 964

This project is led by Dr Christy Noble (Gold Coast Health), with CRADLE researcher Dr Rola Ajjawi, Professor Stephen Billett (Griffith University), A/Prof Andrew Teodorczuk and Joanne Hilder (Gold Coast Health)

‘Stories of failure and persistence in higher education.’

This project is funded by Deakin’s centre for Research for Educational Impact (REDI), REDI Large Grant, $17,875

This project is led by CRADLE researchers Dr Rola Ajjawi and Professor David Boud, in collaboration with Dr Nadine Zacharias, and Professor Sue Bennett (University of Wollongong).

‘Preparing students for the 21^st century workplace: the critical role of assessment.’

Australian Collaborative Education Network (ACEN) Research Grant Scheme, $10,000

This project is led by CRADLE researchers Dr Rola Ajjawi, Dr Joanna Tai, Professor David Boud, with Deakin’s Professor Liz Johnson.

‘Examining feedback and its effect in postgraduate medical education training.’

This project is funded by Deakin’s centre for Research for Educational Impact (REDI), REDI Industry Collaborative Development Grant, $10,000

Researchers: A/Prof Margaret Bearman, Dr Joanna Tai, A/Prof Phill Dawson, Professor David Boud, Dr Rola Ajjawi.

‘Contract cheating research support.’

Turnitin funded research ($10,000)

Researchers: A/Prof Phill Dawson and A/Prof Wendy Sutherland-Smith.

‘Understanding class attendance through learners’ constructions of their identities.’

This project is led by CRADLE researcher Dr Joanna Tai and funded ($7600) by Deakin’s centre for Research for Educational Impact (REDI).

The study intends to explore how students’ constructions of learner (and other) identities influence the decisions students make to attend or not attend classes.

‘Determining the elements underpinning effective learning of child-witness interview.’

ARC Discovery Grant $436,018.

CRADLE Researcher Professor David Boud led by Chief Investigator Professor Martine Powell.

‘Becoming a professional through distributed learning: a sociomaterial ethnography.’

Social Sciences and Humanities Research Council of Canada grant, $320,670.

Project led by Dr Anna MacLeod (Dalhousie University) with CRADLE Researcher Dr Rola Ajjawi, Dr Martha Cleveland-Innes (Athabasca University), Olga Kits (Dalhousie University) and Dr Jonathan Tummons (Durham University).

‘Feedback exchanges, supervisory relationships and the educational alliance: implications for GP registrar and supervisor training and support.’

Royal Australian College of General Practice grant, $150,420

Project led by Dr James Brown (Eastern Victoria GP Training), with CRADLE Researchers Dr Rola Ajjawi, A/Prof Margaret Bearman, Professor Debra Nestel (Monash University) and Dr Cat Kirby (Eastern Victoria GP Training).

‘Success and failure in higher education on uneven playing fields.’

Funded by Student Equity in Higher Education Research Grants Program, National centre for Student Equity in Higher Education, $38,280

Project led by A/Prof Bernadette Walker-Gibbs (Deakin University) with CRADLE Researcher Dr Rola Ajjawi, Dr Emma Rowe (Deakin University), Dr Andrew Skourdoumbis (Deakin University), Dr Matthew Thomas (Deakin University), A/Prof Sarah O'Shea (University of Wollongong) and Professor Sue Bennett (University of Wollongong).

'From trainee to GP: The role of feedback in promoting progression to independence'

Royal Australian College of General Practice Education Research Grant, $149,928

Project led by Dr Cat Kirby (Eastern Victoria GP Training), with CRADLE Researchers A/Prof Margaret Bearman and Dr Role Ajjawi, Dr Caroline Johnson (University of Melbourne), A/Prof Joh Furler (University of Melbourne), Dr Belinda Garth (Eastern Victoria GP Training), Dr James Brown (Eastern Victoria GP Training), Dr Liz Wearne (Eastern Victoria GP Training), Jenny Lamb (Eastern Victoria GP Training) and Dr Aloechka Delamaine (Eastern Victoria GP Training).

We're part of a team of Australian university researchers that has developed a new assessment design framework for use by teachers across the country. The framework is a tool to improve methods of assessment and have a positive impact on learning outcomes.

Find out more about this project

This project aims to investigate triggers alerting markers to student contract cheating; potential courses of action to better detect contract cheating; and mechanisms for assessment designers on preventing contract cheating. CRADLE is working in partnership with the Faculty of Health, and CRADLE Fellowship holder Associate Professor Wendy Sutherland-Smith. The project is funded through the DCVE. 

For further information:
Email Associate Professor Phillip Dawson 
Email Associate Professor Wendy Sutherland-Smith

The aim of this project is to improve student learning and experience by improving the way in which the Australian Higher Education sector enacts feedback. The chosen approach will deliver a pragmatic, empirically based framework of feedback designs to guide educators, academic developers, and instructional designers, as well as institutional policy. This will be supported by large scale survey data highlighting how feedback is actually used, its impact on student experience and learning, and, ultimately, the patterns of successful feedback practices. This is a collaborative project between Deakin University and Monash University, funded through the (former) OLT.

For further information:
Email Paige Mahoney
Visit the Feedback for Learning site
Effective feedback: key to improved university teaching (Invenio)

This new project is to elicit student stories of failure and how they overcame it. It's a collaborative project between CRADLE, Deakin's Faculty of Arts and Education, Deakin University and the University of Wollongong. The project is funded by the centre for Research for Educational Impact (REDI). 

For further information:
Email Dr Rola Ajjawi

This project aims to understand students’ conceptions of and motivations for attendance and engagement in higher education as mediated by their multiple identities, with a focus on the role of assessment. The project will contribute to future models of student participation in higher education, and is funded by the centre for Research for Educational Impact (REDI). 

For further information:
Email Dr Jo Tai