Festival of Learning and Teaching

Cultivating educational partnerships with clinical educators in healthcare
The partnership, between nurse educators at CALHN and the Adelaide Nursing School have created opportunities to strengthen learning experiences for students after they have transitioned into their graduate careers. Redevelopment of clinical learning activities, including simulation, have better aligned transition experiences for nursing students into their graduate year. Leading to better student/nurse experiences and preparation for the challenges of clinical practice.
Dr Paul McLiesh, Adelaide Nursing School (H&MS), Caterina Feltrin and Claire James (CALHN)

LLM-Powered Rubric Assessment and Feedback for Scalable, Consistent Evaluation in Large Student Cohorts
This project uses large language models (LLMs) to support consistent, high-quality, and personalized feedback across a large class, where marking is shared by tutors with varied experience levels. By aligning responses with rubric criteria, it ensures fair assessment and tailored comments for each student, streamlining the evaluation process while maintaining pedagogical integrity and enhancing the overall learning experience.
Dr Penny de Byl, School of Computer and Mathematical Sciences (SET)

Reflecting on learning and teaching with journal articles summarised by AI: What’s lost in summation?
GenerativeAI summarises journal articles and transforms reading behaviours in learning and teaching. Our research explores authors’ reflections on the distance and distortion introduced into the author-reader relationship through AI summaries. We present a typology of summary inaccuracies, then provide innovative strategies for teaching AI-summary reading behaviours. Activity: participants will engage with AI summaries and discuss what’s ‘lost in summation’!
Dr Samantha Newell, School of Psychology (H&MS) and Dr Kay Hammond, Auckland University of Technology

Connecting theory to practice: Leveraging familial experiences for student-centric experiential learning and systems thinking
This engaging and interactive session explores how familial experiences can enhance student-centric learning by connecting theory to practice. Participants will engage in unpacking personal narratives through their familial lens, fostering deeper insights and self-learning opportunities. Attendees will leave with practical strategies to integrate experiential learning into their teaching, promoting meaningful connections between students' lives, ‘their’ personal experiences, and academic concepts.
Dr Ankit Agarwal, Adelaide Business School (ABLE)

Student ambassadors as partners: Transforming academic integrity education in a pathway context
This initiative reframes academic integrity as a student-led, peer-supported learning experience. Drawing on the University of Adelaide’s ambassador model, our program empowers pathway students to co-create resources and lead engagement. After a brief presentation, participants will explore how student partnerships can transform learning in their context. Student ambassadors will also be present to share their firsthand experiences and insights.
Mr Gabriel Azpilcueta, English Language Centre (DASE)

What are incoming students expecting for their learning in the age of AI? What are the impacts of AI on student behaviour? What is the University of Adelaide doing to support students in building their AI literacy? How can you make decisions about how students use AI in preparing for and responding to assessment tasks?  This workshop will provide both information and practical tools relevant to the transformational impact of AI. 

The transformative power of a law reform course: The South Australian Law Reform Institute experience
The South Australian Law Reform Institute (SALRI) is an independent law reform body based at the Adelaide Law School. SALRI has a unique formal link to the Law Reform class. The work of the class variously contributes to SALRI and its considerable impact. Students see their work directly contribute to law reform. This class also highlights its wider transformative power.    
Associate Professor David Plater and Ms Brooke Washusen, Adelaide Law School (ABLE)

Transforming veterinary clinical teaching of ruminant health at Adelaide University
Coverage of ruminant health in pre-rotation years is nearly all disease-based, but clients present a clinical problem (e.g., sign or syndrome), not a disease. Then, in the rotation year, veterinary learners are asked to use a problem-based approach and clinical reasoning. To assist learners, we created six examinable cases that stimulate earlier development of clinical reasoning through feedback provision.
Associate Professor Kiro Petrovski, School of Animal and Veterinary Sciences (SET)

Talk the talk: Replacing lectures with podcasts in education courses
This presentation explores the shift from traditional lectures to podcasts as a research-informed enhancement in teaching practice. By identifying student disengagement with lectures and implementing short, flexible podcast episodes, the approach aims to increase accessibility, engagement, and deep learning. The presentation evaluates student feedback and learning outcomes to demonstrate the positive impact of this innovation on student learning.
Dr Tom Porta, School of Education (ABLE)

Transforming clinical reasoning: Learning through interactive cases
Developing critical thinking in learners is vital in higher education. In health professions, this involves clinical reasoning, where students analyse diagnostic problems and clinical scenarios to propose plans. This session introduces an innovative approach to teaching clinical reasoning using case scenarios and interactive tools (Menti), grounded in educational theory. These methods are transferable across disciplines to enhance critical thinking.
Dr Matthew Arnold and Dr Christian Mingorance, Adelaide Medical School (H&MS)

Clearing assessment pile-ups: An assessment map
L&T scholarship has demonstrated that not enough time between assessments has a negative impact on students’ ability to demonstrate their true capabilities. This session introduces you to an “assessment map” tool that can be used to plot assessment due dates for course combinations, thereby allowing the identification, and clearing, of assessment ‘pile-ups’.
Dr Florian Ploeckl, School of Economics and Public Policy (ABLE), Dr David Wilson, School of Biomedicine (H&MS) and Mr Daniel Barry, Planning and Analytics (Corporate)

Language support that works: Scaffolding participation in interactive faculty sessions
In this small-group discussion, we will explore how The English Language Centre design short-term English+ study tours with interactive faculty content to maximise international student engagement in faculty-led sessions. Using backward design and GenAI, we scaffold the language students need to participate in labs, CBL, and similar activities. Participants will discuss tasks in their own disciplines where language impacts engagement and explore ways to build language scaffolds.
Mr Christopher Wasow and Mrs Paula Dimmell, English Language Centre (DASE)

Assessment driving student engagement and learning: Weekly log book skills checks and debrief room contributions
Weekly practical Log Book Skills Checks were implemented to assess the prior week’s practical skills (“lucky-dip” basis). Weekly Debrief Room Contributions of critical learning (theory-based workshop tasks) were also implemented to increase engagement in learning and understanding of key elements. Feedback has demonstrated improved engagement, increased retention of knowledge and practical skills in preparation for clinical placements.
Ms Nicole Prideaux, School of Allied Health Science and Practice (H&MS)

Learning and teaching in the round: Success for large-group workshops with an active learning focus
Learning & Teaching in the Round is a pedagogical approach that fosters dialogue and collaboration through inclusive classroom dynamics. This approach has been trialed for a first-year Allied Health course, Biosciences for Human Health A, in a large-group setting (120 students per class). Students attend one class for the course per week, where material is delivered in a 'spliced' modality.
Mrs Ingrid Sierp, School of Allied Health Science and Practice (H&MS)

Clarifying reflection: A typology for aligning assessment tasks with reflective purpose and practice
Faced with inconsistent use of "reflection" in psychology assessments, we developed a typology that clarifies eight types of reflection and links each to appropriate models (e.g., Gibbs, Kolb). Developed through assessment mapping and systematic review, the typology supports both educators and learners. Participants will interact with the typology via a H5P activity and discuss its use in curriculum design.
Dr Peta Callaghan, School of Psychology (H&MS) and Ms Juliana Wu (student) 

Professional development: A scholarly, reflective and agile team-based approach
In 2024, our team delivered 122 professional development workshops to facilitate transformation in learning and teaching, grounded by research. We use an Agile approach for rapid development paired with frequent reflection and improvement. Participants will learn how an Agile and reflective approach can transform their work practices and will be invited to share their comments and questions.
Dr Daniel Searson and Mr Alexi Grigoriadis, Learning Enhancement and Innovation (DASE)

Padlet portfolios: A novel approach of using e-portfolios for personalised learning and assessment
We discuss Padlet Portfolios (e-portfolio using the online platform of Padlet) as major assignment in our courses linked to the learning outcome of improving critical and reflective thinking skills of students. Student feedback underlines that they enjoy using it because of its flexibility and easy use. We show some examples and provide tips for using it.
Dr Thomas Wanner, School of Social Sciences (ABLE) and Professor Edward Palmer, School of Education (ABLE)

Supporting first nations students: Cultural safety initiatives and staff training at the Adelaide Nursing School
Identifying, implementing, and evaluating enhancements through initiatives that support First Nations students and provide cultural safety training for staff are pivotal. Transformative learning and teaching are achieved through student partnerships, where initiatives are co-developed with students. Participants will engage in an interactive activity designed to enhance understanding and gain practical strategies for supporting First Nations students.
Mrs Melissa Arnold-Ujvari and Ms Tahlee Stevenson, Adelaide Nursing School (H&MS)

The existence of AI is driving transformation in assessment. How robust are your assessment tasks now that AI is here to stay? In this workshop you will use a step-by-step guide to evaluate an assessment task. This guide will help you to identify existing strengths and access resources to enhance assessment validity and security. 

Flipping the overload: Pedagogical balance using video in higher education learning and teaching
This presentation will explore the relationship between flipped learning and cognitive load in higher education, drawing on qualitative data from interviews with university lecturers. The findings reveal diverse perspectives on the benefits and challenges of flipped learning environments. Data, key theories, and empirical studies on cognitive load and flipped learning will provide a theoretical framework for discussion and practical recommendations.
Dr Daniel Lee, School of Education (ABLE)

Maximizing volition: Moving away from tiny gold stars
I want to challenge the 1% assessment item, replacing it with ungraded (not unmarked) deadline-driven activities. Open question to participants: What activities do students do which don’t accrue marks in your courses. My example: deadlined quizzes (2nd year CS subject) with ~70-80% take up and prediction of student outcomes. Takeaway: how can you leverage voluntary learning.
Dr Bernard Evans, School of Computer and Mathematical Sciences (SET)

Unlocking learning: Using escape room activities to transform educational experiences
This presentation explores the innovative use of a brief 'table-top' escape room activity as an educational tool within scenario-based learning. By leveraging gamification and active learning principles through riddles and codes, these interactive activities drive student engagement and foster critical thinking. This approach seeks to create an enjoyable educational experience supporting collaborative learning.
Dr Sarah Dolan, Dr Matthew Arnold and Dr Christian Mingorance, Adelaide Medical School (H&MS)

Linking attendance to an assessment of professionalism: Encouraging students to prioritise wellbeing
An assessment of professional behaviour that links to timeliness in completing tasks, adequate attendance at small group teaching sessions and engagement in self-reflection has provided a valuable impetus for medical students to reflect on, and address, factors impacting engagement with their studies.  This assessment has enabled staff to support students to make significant behavioural shifts and prioritise wellbeing, improving engagement.
Associate Professor Andrea Dillon, Adelaide Medical School (H&MS)

A programmatic approach to course development: Transforming student learning through story, themes and continuity
Discover how a programmatic approach to course development in Law, grounded in story, themes, and continuity, will drive pedagogical innovation and transformation in teaching. Our proposal is to share a video resource and invite discussion on this approach. Participants will engage in dialogue, gaining insights to help lead change and enhance course design in their own teaching and learning contexts.
Dr Kylie Covark, Adelaide Law School (ABLE) and Ms Charlotte Rose, Teaching Innovation Unit (UniSA)

Teacher versus AI in formative assessment feedback
Exploring interactively the evolving landscape of providing formative assessment feedback through AI, based on my selection and current participation in a national action research project. I’ll present real feedback examples for a rapid vote and a ‘Turing Test’ challenge, sparking critical reflection, cross-disciplinary insights, and fresh perspectives on how human and AI feedback can transform student learning.
Ms Natasha Sarooshi, English Language Centre (DASE)

From purpose-driven industry engagement to purpose-driven career-readiness: Establishing a tool kit to enhance career-readiness
Career-readiness for most students is limited to attending industry presentations. Purpose-driven Industry engagement (PIE) Series aims to encourage a gradual, proactive approach to enhance career-readiness through a purposeful and multi-staged process. As students are encouraged to reflect on their professional development, this relates to sub-theme 1. The existing toolkit of activities for PIE will be enhanced with audience participation.
Dr Amali Weerasinghe, School of Computer and Mathematical Sciences (SET) and Ms Isumi Wanigasekara (student)

Pedagogical innovation or innovation in learning and teaching
Pedagogical innovation is intentional change in teaching practice made to enhance or transform student learning experience and outcomes, including the development of skills and attributes needed for post-study success. Innovation in education is primarily motivated by the desire to engage students and enhance learning, to address learning and teaching challenges, adjust to changing circumstances, and to improve communication and relationships with students. The innovation may be the integration of an existing approach, method, or technique into a new context that is not already widespread in the teaching of the discipline or within a Department or School.

Sources
Walder, A. M. (2017). Pedagogical Innovation in Canadian higher education: Professors’ perspectives on its effects on teaching and learning. Studies in Educational Evaluation. 54, 71-82.
Serdyukov, P. (2017). Innovation in education: what works, what doesn’t, and what to do about it? Journal of Research in Innovative Teaching & Learning

The final festival for 2024 was held on Thursday 31 October on campus.  The theme of the festival was 'Impact through inclusion and innovation'.

View the October 2024 program

The first of two events for the 2024 festival was held on Friday 14 June on campus.  The theme of the festival was 'Meaningful approaches to learning and teaching in the age of AI'.

View the June 2024 program

The final of three events for the 2023 festival was held on Tuesday 31 October on campus.  The theme of the festival was 'Future-focused Curriculum: Fit for a new University'.

View the October 2023 program

The second of three events for the 2023 festival was held on Friday 16 June on campus.  The focus of the festival was 'Activating Learning'.

View the June 2023 program

The first of three events for the 2023 festival was held on Thursday 13 April on campus.  The focus of the festival was 'A Vision for Transforming Learning'.

To help craft a strong and positive future for our students, in 2023 the University embarked on a journey to design a future-fit learning and teaching strategy: Education in a Digital World.

The Festival celebrates innovation in learning and teaching at the University of Adelaide. 2023 events were remodelled to align with the development of the strategy and to be responsive to the needs of academic and professional staff who teach and support learning. 

View the April 2023 program and recording

The 2022 festival was held on Thursday 14 July on campus.  The focus of the Festival was 'Relationships Rich Education'.

View the 2022 program and recordings

The 2021 festival was held over two half days Tuesday 28 September (on campus) and Wednesday 29 September (online).  The focus of the Festival was 'Blended Futures', providing an opportunity for us to celebrate and share new approaches to blended learning at Adelaide, and to explore future directions.

View the 2021 program and recordings

For the first time the Festival of Learning and Teaching was held fully online.  The Festival theme, ‘Looking Back, Looking Forward’, offered a great mix of provocative keynotes from leading sector voices and stimulating presentations, workshops and panels delivered by University staff and students. 

View the 2020 program