CRADLE Fellowship Scheme
The objectives of the CRADLE Fellowship Scheme are to attract internal applicants to:
- foster the development of relevant research expertise
- enhance CRADLE’s research capacity and performance
- support excellent practice in assessment and digital learning at Deakin.
Fellows are given access to our facilities and researchers, and are financially supported to develop both their individual and faculty's research profile. For example, the funding can be utilised for:
- direct costs associated with research, such as salaries of research assistants
- research dissemination at national or international conferences
- professional development, such as methodological training.
Benefits of the CRADLE Fellowship Scheme include:
- gaining worldwide recognition as being part of an international research centre in assessment in higher education
- interacting with eminent researchers from overseas, with opportunities for collective research partnerships
- mentoring and financial support for research.
Visiting Academics Program
CRADLE has identified the need to be a renowned leader in collaborative research and education in assessment and digital learning. Honorary and adjunct appointments aim to promote the centre's leadership by facilitating these partnerships.
Appointees to honorary and adjunct positions are selected based on their ability to contribute positively to our objectives, values and culture, with the express purpose of working collaboratively with our researchers to internationally expand and facilitate our research.
These appointments maximise academic and professional talent in the broader assessment and digital learning research community. As a result, we acknowledge their extensive contribution to research and professional leadership.
Adjunct Professor: Professor Dirk Ifenthaler
Professor Dirk Ifenthaler is CRADLE's first Adjunct Professor, commencing in April 2015. He is Chair of Economic and Business Education and Learning, Design and Technology at the University of Mannheim, Germany and also an Affiliate Research Scholar at the University of Oklahoma in the US.
Professor Ifenthaler is currently working on joint collaborative research activities with CRADLE researchers. His research explores the intersections between cognitive psychology, educational technology, learning science, data analytics, and computer science. His research outcomes are numerous and include co-authored books, book series, book chapters, peer-reviewed journal articles and international conference papers.
Professor Ifenthaler has also been successful in gaining research funding in Australia, Germany and the US. He is currently Editor-in-Chief of the journal Technology, Knowledge and Learning.
Honorary Professor: Dr Gordon Joughin
Dr Gordon Joughin joined CRADLE as an Honorary Professor in June 2016. He is a higher education consultant working with CRADLE on decision-making in assessment.
In April, Dr Joughin delivered a seminar on assessment design as part of the CRADLE Seminar Series. He was also an integral member of the CRADLE International Symposium in October 2016.
Dr Joughin is a former Director of the Teaching and Educational Development Institute (TEDI) at the University of Queensland. He has published extensively on assessment and learning in higher education, including editing Assessment, Learning and Judgement (Springer, 2009). His current research considers decision-making theory in assessment design and the nature of spoken work in oral assessment.
Dr Joughin also completed a 12-month consultancy with CRADLE between June 2015–May 2016, producing collaborative research papers that have recently been published.
Honorary Professor: Professor David Carless
Professor David Carless was appointed CRADLE Honorary Professor in March 2016. He is Professor of Educational Assessment and Associate Dean (Teaching and Learning) in the Faculty of Education, University of Hong Kong.
Professor Carless recently participated in the CRADLE International Symposium in October 2016 both as a presenter and Panel Member, and continues to work on collaborative research activities with CRADLE researchers.
A decorated teacher and researcher, Professor Carless has authored and co-edited several books. He has also published over 30 peer-reviewed journal articles. His current research explores learning-oriented assessment in higher education; productive assessment task design; using exemplars to illustrate the nature of quality work; and promoting student engagement with feedback. He currently sits on the editorial boards of five journals, including two SSCI journals: Assessment & Evaluation in Higher Education and Innovations in Education and Teaching International.
Honorary Professor: Dr Ernesto Panadero
An outstanding researcher, Dr Ernesto Panadero was CRADLE's first Honorary Professor, appointed in January 2016. He was hosted under the Visiting Academics program in September and October of 2016 resulting in substantial collaborative output activity. Dr Panadero also participated in the CRADLE International Symposium in October 2016 both as a presenter and Panel Member.
Dr. Panadero is funded at the Universidad Autónoma de Madrid through the Ramón y Cajal Excellence Program for Research – a national program more competitive than an ARC DECRA.
Dr Panadero has an excellent publication record, including well-regarded English and Spanish journals, book chapters, and international conference papers. He has undertaken funded stays at a broad range of international institutions, including the University of Missouri (US), Katholieke Universiteit Leuven (Belgium), the University of Vienna (Austria), and Kristianstad University (Sweden). He is also the convenor of the Special Interest Group 1 of the European Association for Research on Learning and Instruction (EARLI), which is the major international research association for assessment.
Dr Panadero's research interests include:
- Assessment – classroom assessment, formative assessment, and assessment for learning.
- Self-assessment – cognitive, motivational, and emotional aspects.
- Peer assessment – accuracy and interpersonal variables.
- Self-regulated and socially shared regulated learning – collaborative learning and CSCL.
CRADLE links with other initiatives in the Faculty of Arts and Education, and will build key components of a doctoral program in its specialist area. Over time we will develop an international network of research students working on assessment and learning, and will provide mutual support and interaction and joint supervision internationally. We also collaborate with Deakin faculties in integrating doctoral students in programs in cognate areas of the university.
Susie MacFarlane is undertaking her PhD investigating higher education students’ teamwork and collaboration, supervised by Professor David Boud and Dr Rola Ajjawi. She also conducts research in assessment feedback, educational technologies and multimedia, and social inclusion.
Susie is a Senior Lecturer and researcher working with the Deakin Learning Futures Health Pod team, undertaking capacity building and organisational change projects at Deakin University. She is thrilled to be working with committed and passionate colleagues in the higher education sector working to enhance the student experience, and is particularly interested in understanding systems and approaches that promote both educators’ and students’ agency and intrinsic motivation.
Bachelor of Science (Hons), Monash University
Graduate Certificate of Higher Education, Deakin University
Darci Taylor is undertaking her PhD investigating how higher education students conceptualise personal goals in the context of their placement learning experience. Darci also conducts research in staff-student partnerships and the changing nature of the higher education workforce. Darci is supervised by Professor David Boud and Associate Professor Phillip Dawson.
Darci has spent the last 15 years working in higher education in a variety of roles that have seen her develop her research, learning and teaching, management and leadership capabilities – positioning herself as a ‘third space’ individual able to meet the changing demands of a contemporary higher education sector. She is currently a Lecturer in the Deakin Learning Futures Health Pod with key responsibilities in curriculum development, online learning design and strategic project implementation.
Bachelor of Arts/Science (Hons), University of Melbourne
Graduate Diploma of Education (Secondary), Monash University
Graduate Certificate of Higher Education, Monash University
Andrew Eyers' research explores how literacy-based relational assessment may develop student’s pedagogical capabilities in initial teacher education. This study is interrogating an assessment procedure that measures a relationship between a pre-service teacher and a school student with whom they have worked. The use of a text, a ‘thank you’ note used in the teacher student relationship, has been shown to capture multiple audiences and assessment purposes. The possibilities and opportunities of this technique and practice are yet to be explored! Andrew’s direct supervisor is Associate Professor Phillip Dawson.
Andrew was a primary school teacher for the best part of 20 years. His recent career has been in the initial teacher education field working mainly in literacy related teaching units, or briefly stated, teaching aspirant teachers how to teach English! In what now amounts to 10 years of experience in higher education, he is immersed in the tensions surrounding assessment and higher education.
Sarah’s PhD research explores how open education programs (including use of open technologies) are used to support the access, progress and success of students from various equity groups who typically struggle or are excluded from higher education. Sarah’s supervisor team includes Professor David Boud (primary), Associate Professor Phillip Dawson and Dr Nadine Zacharias, Equity Fellow, from the National Centre for Student Equity in Higher Education (NCSEHE).
Sarah’s research builds on 16 years practice in technology-enhanced learning within higher education settings. Motivated by equity and social justice concerns, her most recent work has developed MOOCs and open education programs bringing accessible information to a wide international audience including: science-based medical information about our most common medical problems; lessons to support stressed maths learners transitioning to higher education; and digital literacies training as preparation for online study in higher education. Sarah also provides consultancy on the strategic development of distance education (online) programs.