Select from a range of workshops designed to showcase examples of best practice, enhance the use of educational technologies and provide opportunities to share approaches to student learning. Workshops are peer-led and/or feature specialists from Learning Enhancement and Innovation (LEI).

Are you new to teaching or teaching at Adelaide?

In addition to the wide range of workshops, sessions and online modules available, new teaching staff are required to complete the Introduction to University Teaching within three years of commencing at the University of Adelaide. Find out more about this online course and the face-to-face sessions designed to support you.

The learning platform, MyUni, enables communication and collaboration between you and your students and provides a platform for accessible learning for all students. Learn how to optimise your use below.

  • Introduction to University Teaching

    The ADEPT program supports academic and professional staff who are new to teaching or new to teaching at the University of Adelaide in the following two ways:

    MyUni course for continuing & fixed-term staff with teaching responsibilities (online/ self-paced)

    In this module, you will reflect on your experiences as both a student and educator in order to inform your own approach to teaching within the contemporary higher education context. You will explore key principles in the design of learning and student-centred approaches to enabling active learning for the diverse student cohort. You can self-enrol at any time.


    Introduction to University Teaching (Synchronous Zoom session)

    This is an opportunity for you to discuss active, inclusive and digitally-enhanced approaches to learning and teaching with peers. This course will be advertised at various times of the year. Please contact us to reserve your place for the next session or keep your eye out for regular updates to this page.

    If you are a casual staff member with teaching responsibilities, please ask your School contact about localised induction opportunities.

  • Learn how to optimise your use of the MyUni digital learning platform

    Support is also available in the use and and optimisation of the MyUni digital learning platform.

    If you are new to using MyUni or would like a general overview, you can also enrol into the Introduction to MyUni self-paced online course for a general overview of how to use MyUni at the University of Adelaide. 

    Learn how to use MyUni, set up pages and assignments, and understand MyUni minimum requirements, with the MyUni foundations for teaching staff - introduction workshop.


The Adelaide Development Program for Educators and Professionals who Teach (ADEPT) is peer-led professional learning for academic and professional staff in teaching, and support for teaching roles. It showcases examples of good practice and provides opportunities to share approaches to, and the challenges, in enhancing student learning.

  • What are the benefits of participating in ADEPT Activities?

    ADEPT enables colleagues to share their challenges and innovations with peers and to discuss how to effectively translate evidence-based and inclusive teaching practices into discipline specific learning environments.1

    Participant feedback since 2020 has shown that the opportunity to hear about the teaching practice of peers is highly valued and all ADEPT activities are designed with social learning principles in mind. 2


    I have participated in several ADEPT modules during 2021, and each time have learned about new tools, new methods, and new ways of thinking about teaching.  This, combined with the opportunity to meet and chat with fellow staff dealing with many of the same teaching challenges, has been a real highlight of the ADEPT program.  All this has been made possible through the dedication of the ADEPT teachers, which has been a significant motivator for engaging with the modules and furthering my own professional development as an educator; I cannot speak about them highly enough.  I would thoroughly recommend the ADEPT program to anyone who has a teaching role, whether it is giving just a few lectures to teaching across an entire course - there is benefit to be gained from engaging with one or more of these modules.

    Dr James Botten, School of Biological Sciences

    I liked how the ADEPT team modelled good practice - pre-reading/tasks, engaged us with multiple break out rooms with colleagues and specific tasks to do in those rooms, post-course tasks. I enjoyed there being a diversity of participants and the opportunity to hear from everyone but work with those at a similar level/amount of experience to me.

    Participant, anonymous feedback survey


    1 Boud, D., & Brew, A. (2013). Reconceptualising academic work as professional practice: Implications for academic development. International Journal for Academic Development, 18(3), 208-221.

    2 Lave, J., and E. Wenger. (1991). Situated Learning: Legitimate Peripheral Participation. New York: Cambridge University Press. Gibbs, G. (2013). Reflections on the Changing Nature of Educational Development. International Journal for Academic Development 18 (1): 4–14.


    Participants who complete courses through MyUni will receive non-award certificates of completion for their professional learning records.  

    Certificates of attendance can be provided to participants who attend at least 75% or more of a synchronous session. This is to ensure that you have benefited from the peer learning available in the sessions. Contact us to request a certificate.

  • Workshop information and registrations

    Workshop title Date Time More information

    Prep for Integrity

    Fri 9 Feb, 2024 12.00 - 1.30pm Registrations closed

    Check for Integrity

    Fri 16 April, 2024 12.00 - 1.30pm Registrations closed

    More sessions available soon!

  • Academic Leads

    Dr Matthew Arnold

    Dr Matthew Arnold is a Lecturer and Education Specialist within the Adelaide Medical School. Matt has multiple roles within the School, co-coordinating the First-year courses of the Bachelor of Medical Studies/Doctor of Medicine program, leading the Scenario-Based Learning (SBL) curriculum across Years 1-3, and co-coordinating a Year 6 elective rotation involving near-peer teaching in medical education. Matt is a graduate of Adelaide Medical School, and after working clinically as a doctor upon graduating, he transitioned into a full-time academic role to follow his passion for medical education.


    Associate Professor Beth Loveys

    Associate Professor Beth Loveys is an Education Specialist & member of the Adelaide Education Academy at The University of Adelaide. Beth aims to inspire & engage students using blended and active learning pedagogy & creates a supportive & caring learning environment where students comfortable to ask questions. She holds several leadership positions at the University & is a Senior Fellow HEA (UK). Beth’s success has been recognised by: Australian Award for University Teaching, Office of Learning and Teaching Citation for Outstanding Contribution to Student Learning, SA Science STEM Educator finalist, Stephen Cole the Elder Award for Excellence & Vice Chancellors and Presidents Award for Excellence & the Australian Awards for University Teaching.


    Hayley McGrice

    Dr Hayley McGrice is an enthusiastic Education Specialist who has provided exemplary leadership in learning and teaching across the University of Adelaide through her sustained work in the Communities of Practice, the ADEPT professional development program, and more recently as the Associate Dean Learning Quality and Student Experience in the Faculty of SET. Hayley is passionate about improving the student experience through inclusion of students as partners and actively listening to the student voice at all levels of university operations and governance.  Hayley was recognised for her outstanding leadership and practice in 2023 when she received a Stephen Cole the Elder Award for excellence in the leadership, support and enhancement of teaching.


    Dr Danijela Menicanin

    Dr Danijela Menicanin is the Associate Dean of Learning Quality and Student Experience and an Education Specialist at the Faculty of Health and Medical Sciences, The University of Adelaide. As an educator, she strives to influence change, promote discovery and innovation and cultivate an enhanced student experience. Her role is focused on implementation of innovative approaches and methodologies, and development of support resources, inspire excellence, reinforce academic advancement and cultivate creativity and in the current, dynamic, technology driven culture of learning and teaching.


Empowered Educators

In 2024 ADEPT will be offering the Empowered Educators series to support teaching quality and the facilitation of student learning in the age of Artificial Intelligence. The focus will be on the application of evidence-based, fit for purpose teaching approaches which engage and motivate students, enable constructive relationships, and are continuously improved through reflective and scholarly practice[1]An outcome is to generate examples of better practice at the University of Adelaide and provide opportunities to share approaches to and the challenges involved in enhancing student learning.

Workshop 2A Enabling belonging, connectivity & the relationships which enhance learning.

Wednesday 3 July. Click here to register.

Workshop 2B Designing and providing feedback for learning.

Monday 1 July. click here to register.

Workshop 2C Developing active, critical, deep thinkers.

Tuesday 2 July. Click here to register.

  • Program Information

    All teaching staff will be invited to a learning series which will enable a reflective cycle of evidence-based enhancements to student learning. The series will comprise of workshops in June, July and November complemented by asynchronous resources and activities. You can choose one (or more!) of the three themed streams.

    The three themes for staff to engage with are 

    A. Enabling belonging, connectivity & the relationships which enhance learning.

    B. Designing and providing feedback for learning.

    C. Developing active, critical, deep thinkers.

    The purposeful use of technology to enhance learning is embedded across all of these themes.

    [1] Chalmers, D. (2019). Recognising and rewarding teaching: Australian teaching criteria and standards and expert peer review. Canberra: Australia; O'Leary, M. (2017). Teaching excellence in higher education: Challenges, changes and the teaching excellence framework. In A. French & M. O'Leary (Eds.), Teaching excellence in higher education: Challenges, changes and the teaching excellence framework. ProQuest Ebook Central: Emerald Publishing Limited; Wood, P. (2017). From Teaching Excellence to Emergent Pedagogies. In F. Amanda & M. O'Leary (Eds.), Teaching Excellence in Higher Education: Challenges, Changes and the Teaching Excellence Framework (pp. 39-74). ProQuest Ebook Central: Emerald Publishing Limited.

  • Workshop Facilitation


    The University of Adelaide has appointed HEED Consulting to run its Empowered Educators Workshops. The work will be undertaken by Em. Prof. Denise Chalmers, Dr Mark Israel, Dr Lee Partridge and Em. Prof. Janice Orrell (HEED Consulting).

    Emeritus Prof. Denise Chalmers AM

    Professor Emeritus in the field of higher education teaching and learning at the University of Western Australia, Denise was awarded an OLT National Senior Teaching Fellowship on recognising and rewarding university teaching in 2015, and the Australian Award for University Teaching: Career Achievement Award in 2023. She has over 25 years demonstrated leadership in higher education, leading two university Centres of Teaching and Learning as Director and was a Foundation Director of the Carrick Institute (later ALTC). Denise has provided significant university and sector-wide leadership through initiating and implementing enhancement initiatives including developing and embedding teaching quality criteria and indicators, assessment and curriculum review and reform, enhanced teaching and learning through the strategic use of online and communication technologies, promoting student focused teaching and learning practices, and identifying and promoting the use of teaching and learning performance indicators to guide decision making and resource allocation.

    Emeritus Prof. Janice Orrell

    Janice is an Adjunct Professor of Higher Education and Assessment at Flinders University. Over 40 years she has been a graduate careers advisor and an academic researcher in Work Integrated Education (WIE) and Work Integrated Learning (WIL), in which she has examined the educational, policy and legal issues required in establishing links between industry and higher education programs. She established the Academic Development Unit at Flinders University, assisting academics to develop their careers and prepare for their role as teachers and was appointed a Foundation Director at the Australian Learning and Teaching Council (ALTC). In 2010 she co-published Work Integrated Leaning: A Guide for Effective Practice (London: Taylor and Francis) and in 2011 the WIL Good Practice Guide for the Office of Learning and Teaching. In 2021 she was awarded the James W. Wilson Award by the USA Cooperative Education & Internship Association for her contribution, advocacy and research in the field of cooperative education. 

    Dr Lee Partridge

    Lee provides support and development to institutions and individuals around teaching and learning and enhanced student experience. She has published in the areas of academic development, undergraduate research, academic integrity, the Scholarship of Teaching and Learning and the student experience. Lee is a Fellow of the Higher Education Research and Development Association of Australasia (HERDSA) and has served on the national executive. She has received institutional awards for teaching and two national awards for Excellence in Programs that Enhance Learning (2011 and 2013). She has participated in ALTC/OLT projects with foci around the development of early career teachers, academic integrity, PhD curriculum and teaching quality standards. As a consultant she has worked with higher education institutions both within Australia and overseas to enhance the delivery of their programs, promoting the quality of learning and enhancing the student experience.

    Dr Mark Israel

    Mark provides advice to public and private higher education institutions and government organisations in Australia, Hong Kong, Ireland, Kazakhstan, New Zealand, Taiwan and the United Kingdom. Mark is adjunct professor at the University of Western Australia. He was professor at Flinders University (2004–09), Winthrop Professor at UWA (2010-16) and professor and Dean Learning and Teaching at Murdoch University (2019-21). Mark is a Principal Fellow of the Higher Education Academy in the United Kingdom, Fellow of the Academy of Social Sciences in the United Kingdom, a Fellow of the Australian College of Educators (2010) and was appointed Fellow and Discipline Scholar by the Australian Learning and Teaching Council. He received the Prime Minister’s Award for Australian University Teacher of the Year in 2004, and grants from the Australian Government Office for Learning and Teaching to support the professional development of sessional staff. He has also received grants from the Australian Research Council, the Criminology Research Council and the European Union.

  • Theme A: Enabling belonging, connectivity & the relationships which enhance learning

    A sense of belonging and connectedness is crucial for learning. In advocating for a relationship-rich approach to education, Felton and Lambert (2020) note that more than 40 years of evidence has demonstrated putting meaningful human connections at the centre of the undergraduate experience is critical to student success. Relationships between students and between students and teachers that can impact learning occur both within and outside the classroom. This theme will explore practical initiatives that can be implemented within and beyond the classroom.

    This peer-led professional learning workshop will be facilitated by external experts HEED Consultants, supported by ADEPT Academic Leads, with video content provided by guest presenter Professor Peter Felten, Executive Director, Center for Engaged Learning, Elon University, United States. 

    Peter Felten is executive director of the Center for Engaged Learning, professor of history, and assistant provost for teaching and learning at Elon University. He has published seven books about undergraduate education, including the co-authoredConnections are Everything: A College Student’s Guide to Relationship-Rich Education(Johns Hopkins University Press, 2023). His next co-authored book, The SoTL Guide (CEL Open Access Book Series) will be published in 2025. He is on the advisory board of theNational Survey of Student Engagement (NSSE).

    Ahn, M. Y., & Davis, H. H. (2020). Four domains of students’ sense of belonging to university. Studies in Higher Education, 45(3), 622-634.
    Felten, P., & Lambert, L. M. (2020). Relationship-rich education: How human connections drive success in college. JHU Press.
    Pedler, M. L., Willis, R., & Nieuwoudt, J. E. (2022). A sense of belonging at university: Student retention, motivation and enjoyment. Journal of Further and Higher Education, 46(3), 397-408

    Workshop Dates

    Workshop 1A. Tuesday 4 June 2024

    Workshop 2A. Wednesday 3 July 2024

    Workshop 3A. Thursday 7 November 2024

  • Theme B: Designing and providing feedback for learning

    Meaningful, timely and actionable feedback enables students to be actively engaged in their learning. Teacher feedback on student learning and approaches to their studies, done well, enables students to be proactive in their own judgements on the quality of their learning. Effective feedback helps students understand the quality of their learning and where they need to place greater attention. If feedback is focused on editing or is only a grade, then students have little to guide them on where to focus their attention to improve. However, when feedback is done well, students can become effective self-regulated learners (SRL). The focus of this theme will be on designing impactful feedback processes throughout the semester that allow students to become active participants in and agents of their own learning.

    This peer-led professional learning workshop will be facilitated by external experts HEED Consultants, supported by ADEPT Academic Leads, with video content provided by guest presenter Alfred Deakin Professor David Boud, Co-Director, Centre for Research in Assessment and Digital Learning, Deakin University.

    Now the nation’s most cited higher education researcher, Professor Boud’s research on innovative approaches to teaching, learning and assessment over the last 40 years have shaped the practice of higher education globally. He is a pioneer of learning-centred approaches to assessment. He co-leads CRADLE’s globally recognised research group on higher education, assessment and digital learning. He sees research as needing to be applied to real problems, which means enabling learners to have a better education experience is always his priority. Professor Boud has presented his work in 85 universities in 20 countries overseas and in 32 Australian universities. He has led or participated in 13 national collaborative projects to advance higher education practice in Australia, changing on-the-ground teaching and institutional policies.

    Baughan P. (2020) On Your Marks: Learner-focused Feedback Practices and Feedback Literacy. York: AdvanceHE.
    Boud D., Ajjawi, R., Dawson P., & Tai, J. (2018) Developing Evaluative Judgement in Higher Education: Assessment for Knowing and Producing Quality Work. Routledge Taylor and Francis
    Carless D. (2023) Teacher feedback literacy, feedback regimes and iterative change: towards enhanced value in feedback processes, Higher Education Research & Development, 42:8, 1890-1904, DOI: 10.1080/07294360.2023.2203472 
    Henderson, M., Ryan, T., & Phillips, M. (2019). The challenges of feedback in higher education. Assessment & Evaluation in Higher Education, 44(8), 1237–1252.
    Orrell, J. (2006). Feedback on learning achievement: rhetoric and reality. Teaching in Higher Education, 11(4), 441-456.
    Malecka, B., Boud, D & Carless D. (2022) Eliciting, processing and enacting feedback: mechanisms for embedding student feedback literacy within the curriculum, Teaching in Higher Education, 27(7), 908-922, DOI: 10.1080/13562517.2020.1754784
    Tai, J., Ajjawi, R., Boud, D., Dawson, P., & Panadero, E. (2018). Developing evaluative judgement: enabling students to make decisions about the quality of work. Higher education, 76, 467-481.
    Winstone, N.E. & Boud, D. (2022). The need to disentangle assessment and feedback in higher education, Studies in Higher Education, 47(3, 656-667, DOI: 10.1080/03075079.2020.1779687.

    Workshop Dates

    Workshop 1B. Thursday 6 June 2024

    Workshop 2B. Monday 1 July 2024

    Workshop 3B. Wednesday 6 November 2024

  • Theme C: Developing active, critical, deep thinkers

    Critical thinking is an important capability for students to develop in higher education and is fostered by robust active learning pedagogies in an environment which encourages critical and creative thinking, metacognition, self-regulation and meaningful engagement. In a time of fast and ubiquitous information and the rising use of Artificial Intelligence, students’ ability to develop their capacity to critically integrate new information with prior knowledge is crucial. Executive functioning, including deep thinking, is developed through practice which increases in sophistication and challenge the more students engage. Evidence suggests students are more likely to take a deeper and more systematic approach to learning if educators focus on achieving conceptual change through student-centred strategies rather than the presentation of content. The investigation of high impact approaches has also shown active learning approaches are effective, regardless of the delivery method used or size of class. Students become critical thinkers when they are helped to understand how it is accomplished and manifested in each discipline they study. The focus of this theme will be on the nature and impact of evidence-based learning pedagogies that assist students to become engaged learners, who are critical reasoners and who become self-regulated agents of their own learning.

    This peer-led professional learning workshop will be facilitated by external experts HEED Consultants, supported by ADEPT Academic Leads, with video content provided by guest presenter Alfred Deakin Professor Liz Johnson, Senior Deputy Vice-Chancellor Academic, Deakin University. 

    Prof. Johnson leads Deakin's Education and Employability strategy, including the drive to premium digital learning and outstanding student experience. Professor Johnson’s portfolio includes Indigenous Strategy, Academic Governance and Standards, Graduate Employment, Faculty Services, Student Services, the Deakin Library, Deakin Learning Futures, the Dean of Students, and the Centre for Research in Assessment and Digital Learning (CRADLE). As Deputy Vice-Chancellor Education from 2019-2021, Professor Johnson steered teaching and learning at Deakin through the COVID pandemic, sponsoring re-imagining and restructure of Deakin’s professional services for students and Faculties, substantive renewal of teaching and learning design and an institution-wide transformation to online assessment. Professor Johnson has led whole-of-institution curriculum reform projects at Deakin University as Pro-Vice-Chancellor Teaching and Learning (2014-2018) and previously at La Trobe University. She has led nationally funded projects, including Successful WIL in Science, on work-integrated learning in science faculties. She worked with the Australian Council of Deans of Science to establish the ACDS Teaching and Learning Centre and as its inaugural Director.

    Bahr, N. (2010) "Thinking Critically about Critical Thinking in Higher Education," International Journal for the Scholarship of Teaching and Learning: 4 (2), Article 9. Available at:
    Bellaera, L, Weinstein-Jones, Y., Ilie, S. and Baker, S.T. (2021) Critical thinking in practice: The priorities and practices of instructors teaching in higher education, Thinking Skills and Creativity, 41, ISSN 1871-1871
    Brookfield, S. (2020) Teaching for Critical Thinking. International Journal of Adult Education and Technology. 11(3)
    Golden, B. (2023). Enabling critical thinking development in higher education through the use of a structured planning tool. Irish Educational Studies, 42(4), 949–969.
    Yuan, R.E., Yang, M. and Stapleton P. (2020) Enhancing undergraduates’ critical thinking through research engagement: A practitioner research approach. In Thinking Skills and Creativity. 38, ISSN 1871-1871

    Workshop Dates

    Workshop 1C. Wednesday 5 June 2024

    Workshop 2C. Tuesday 2 July 2024

    Workshop 3.C Tuesday 5 November 2024

Designing for Learning

The Designing for Learning workshops, facilitated by Learning Enhancement and Innovation (LEI) for academic staff, focus on designing learning for blended and online environments. These workshops cover a diverse range of topics through guided activities and hands-on exercises.

Educational Technology

The Educational Technology workshops are designed for academics and facilitated by Learning Enhancement and Innovation (LEI). These workshops provide valuable insights and practical guidance on utilising educational technologies to enhance the student learning experience.

Information Technology and Digital Services

ITDS offers training for staff on a number of tools which can be used to support Learning and Teaching.  The following training workshops are available for bookings.

For more bespoke group sessions, or other training offerings, email


Feel free to contact us for more information or for a discussion concerning your professional learning needs.