Institute of Teaching and Learning

Professional Development for Teaching and Learning

Deakin Teaching and Learning Conference 2011

The new Deakin Teaching and Learning Centre is pleased to host the Deakin Teaching and Learning Conference showcasing innovation in teaching and learning at Deakin University. This conference provides Deakin members of staff with the opportunity to share their experiences with colleagues from all areas of the University. This sharing of knowledge and experience promotes open communication about teaching initiatives that contribute to the development of high quality, relevant and informed academic programs. This year's theme is:

Educating the professions:
new curricula, new pedagogies and new technologies

2-3 November, Melbourne Burwood Campus

conference banner image

All interested staff are invited to attend the 2011 Deakin Teaching and Learning Conference. The Conference will focus on the University's role in educating the professions and in providing quality programs with a suitable vocational orientation. The conference will be designed to appeal to a broad range of staff who contribute to supporting student learning. It will also provide an opportunity to learn more about the new learning management system being introduced to support DSO, and the initial ways it is being used to educate our students for professional practice.

Conference recordings


Welcome to CReaTe
Professor John Catford, Deputy Vice-Chancellor (Academic)


The new assessment agenda: equipping students for the continuing challenges of learning and assessment in higher education
Professor David Boud, Professor of Adult Education within Faculty of Arts and Social Sciences at the University of Technology Sydney

STALG presentations

Exploring inter-professional and inter-industry education: outcomes and future directions
Helen Larkin, Susan Ang, Danielle Hitch, Valerie Watchorn, Stephen Segrave, Merrin McCracken, Dale Holt and Hisham Elkadi

Towards Deakinopolis: a cross-disciplinary and cross-faculty simulation development
Karen Le Rossignol

Panel discussion

Deakin's curriculum review and transformation initiative (CReaTe) leadership panel discussion
Professor Christopher Gray and CReaTe work stream leaders


Why the theme?

Previous conferences have explored: the student experience; student engagement; and flexible education. In this conference we want to locate all of these areas of interest within the realm of the University's rich and diverse approaches to the education of the professions, and the many and varied vocational aspects of its courses. The conference will provide opportunities to listen to keynote speakers and for Deakin staff to share their experiences and research/scholarship on the ways in which professionals-in-the-making and professionals-in-further-development are educated. It will represent and stimulate further thought and action on the various productive approaches that can be taken to enhance Deakin's future developments in educating the professions in relevant, responsive, innovative and flexible ways.

The program will feature a broad range of professional education initiatives in the areas of well established and emerging approaches to curriculum design, active pedagogies and new technology uses. Some of the key questions which might be addressed by conference contributions include:

  • How are Deakin graduate attributes (or capabilities) being developed and assessed in professional courses?
  • How are inter-professional learning experiences being designed and enabled in course curricula?
  • What multidisciplinary and interdisciplinary approaches are being designed into curricula, and with what effect?
  • How is the massification and diversification of the student population shaping new approaches to educating the professions?
  • How are the learning outcomes of professional courses being fairly, effectively and efficiently assessed? How could this be done better?
  • How are DSO technologies being integrated and used to enable high quality learning in the professions?
  • What is the potential for innovation in teaching in using the new DSO environment, underpinned by the new learning management system, Desire2Learn (D2L)?
  • How are simulation and immersive virtual learning environments being designed and used to enable quality professional learning?
  • What developments are occurring which integrate academic, virtual and real-world learning environments in enabling the education of the professions in flexible and responsive ways?
  • How are the various forms of Work-Integrated-Learning and international exchanges being designed and implemented in enabling the development of desired professional capabilities?
  • What student services are being provided to support student learning in the professions, and with what effect?
  • How are partnerships being used in the service of educating the professions?
  • What leadership capabilities are required in developing and running professional courses? How are these capabilities best developed?
  • What approaches are being used to research and evaluate the impact of learning environments on student learning in the professions?
  • How can evidence best be used to inform decision making and continuous course improvement?
  • How can students contribute to improving their own learning experience for professional education?

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Keynote speaker and plenary session

Professor David Boud is Professor of Adult Education within Faculty of Arts and Social Sciences at the University of Technology Sydney

Professor Boud has been involved in research and teaching development in adult, higher and professional education for over 30 years and has contributed extensively to the literature. Previously he held the positions of Dean of the University Graduate School, Head of the School of Adult and Language Education and Associate Dean (Research and Development) in the Faculty of Education. Prior to his appointment at UTS he was Professor and Foundation Director of the Professional Development Centre at the University of New South Wales.

The new assessment agenda: equipping students for the continuing challenges of learning and assessment in higher education

During the past decade the goals and emphasis of student assessment in higher education have been questioned as never before. The certainties about what assessment is for and how it should operate are being challenged. A norm-referenced approach has been displaced by one based on standards, and the overwhelming dominance of grading and certification is being replaced by a view that gives at least as much emphasis to learning and how assessment should foster it. A new agenda is emerging that frames assessment not as looking back in terms of knowledge acquired, but as making a contribution to future learning and practice through the ways it shapes students’ study and fosters their own judgements. The session will outline this agenda and consider implications for how assessment is conducted in university courses. It will build on features of the Assessment 2020 statement designed to focus on needed areas for change in Australian university courses.

David Boud is Professor of Adult Education at the University of Technology, Sydney. He has written extensively on teaching, learning and assessment in higher and professional education. In the area of assessment he has been a pioneer in developing learning-centred approaches to assessment particularly on student self-assessment (Enhancing Learning through Self Assessment, Routledge 1995) and building assessment skills for long-term learning (Rethinking Assessment in Higher Education: Learning for the Longer Term, Routledge, 2007). He has recently completed a Senior Fellowship with the Australian Learning and Teaching Council on ‘Student assessment for learning in and beyond courses'.

For details see

Plenary: Deakin’s Curriculum Review and Transformation Initiative (CReaTe) leadership panel discussion

Deakin is embarking on an ambitious curriculum review and transformation initiative over the next three years called CReaTe. This session will introduce the initiative and the recently appointed work stream leaders. The underlying assumptions and ideas informed by earlier university workshops will be introduced, and a panel session will be facilitated for wider discussion.

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Presentation formats

Deakin staff members are invited to present in any one of six formats:

  1. Paper style presentation of 30 mins (Up to a maximum of 250 word Abstract is required to be submitted; any Abstract exceeding this word limit will lead to rejection of the conference paper presentation). The Abstract for the paper should indicate: the topic; the motivation for the work; the major questions addressed; the general process and conceptual framework; the concrete method, with sufficient detail on instruments and procedures; major points or results; and implications.
  2. Good practice/showcase presentation of 30 mins (Up to a maximum of 250 word Proposal is required to be submitted; any Proposal exceeding this word limit will lead to rejection of the conference proposal presentation). Good practice/showcase presenters discuss and demonstrate strategies, tactics and courseware. This is an opportunity to inform colleagues about the lessons learned and future plans from those who have designed, developed, and implemented enhancements to student engagement.
  3. Symposium presentation for full session of 90 mins (Up to a maximum of 250 word Proposal is required to be submitted; any Proposal exceeding this word limit will lead to rejection of the conference proposal presentation). A Symposium is a collection of brief papers on a theme that has been coordinated and led by designated symposium's leader(s).
  4. Panel discussion for full session of 90 mins (Up to a maximum of 250 word Proposal is required to be submitted; any Proposal exceeding this word limit will lead to rejection of the conference proposal presentation). A Panel, usually consisting of 3-5 people (including the chair), present their views on a common theme, issue, or question, and then discusses them with the audience. The Panel must present an opportunity for the audience to hear well reasoned arguments and discussions about pertinent topics as seen from a variety of viewpoints.
  5. Research briefing presentation for session of 20 mins (Up to a maximum of 250 word Proposal is required to be submitted; any Proposal exceeding this word limit will lead to rejection of the conference proposal presentation). A research briefing presentation comprises the outline of a teaching and learning research project in train or just completed (STALGS or other). The briefing should be structured according to the following sections: the objectives of the research (what you did/are doing); the rationale (why you did it/are doing it); the methodology (how you did it/are doing it); the findings (or what you think you’ll find) and the possible implications. Presenters will be limited to a maximum of 8 slides.
  6. Poster presentation: Posters allow participants with similar interests to interact by using the poster as a discussion point. Poster presentations will be on topics related to the conference theme. They might feature the outcomes of research and evaluation projects, good teaching practices or effective student support services. Up to a maximum of 250 word proposal is required covering poster title, the way the poster addresses the conference theme, rationale/background, key findings/initiatives and contributors.

In the case of the research briefing presentations, proposals should be structured under the headings provided above.

All Abstracts and Proposals must be received by Dr Dale Holt, Institute of Teaching and Learning, no later than 5 pm Monday 5 September. They should include details of presenter(s), Division(s), Institute, Faculty, school and campus. Abstracts and Proposals should:

  • link clearly to the conference theme,
  • be well referenced to scholarly literature where relevant,
  • provide well grounded approaches, strategies and tactics consistent with enhancing student engagement, and indicate how presentations will be organised.

All Abstracts and Proposals will be considered by a small review group, led by Professor Colin Mason, ITL.

Up to 6 proposal prizes will be awarded at the Conference cocktail reception for submissions across any of the specified categories which are most relevant to the conference theme, and which outline well argued implications for practice, theory and/or policy for the University. The awards will be determined and winners notified at least one week before the conference. Each winner will receive a certificate accompanied by a book voucher. The final program will be completed by mid-September.


Registration for the Deakin Teaching Learning Conference is now open.

Event photography

Event photographers will be working during the 2011 Teaching and Learning Conference to photograph presenters and delegates during conference sessions and social events. Photographs taken during the event may appear on the 2011 Teaching and Learning Conference web site or in future Deakin publications. A selection of photographs will also be displayed as a projected slideshow in the keynote venue prior to commencing proceedings on day two of the conference. Please advise photographers if you do not want to be included in a photograph.

Previous conference programs

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Deakin University acknowledges the traditional land owners of present campus sites.

11th November 2011