In this video, Adjunct Associate Professor Andrew Dodd from the Department of Media and Communication in the Faculty of Health, Arts and Design talks about his teaching initiatives which resulted in an ‘Australian Awards for University Teaching’ Award for Teaching Excellence awarded by the Australian Government Department of Education and Training in 2017.

In this video, Dr Sabina Sestigiani from the Department of Social Sciences in the Faculty of Health, Arts and Design talks about her teaching initiatives which resulted in an ‘Australian Awards for University Teaching’ Citation for Outstanding Contributions for Student Learning awarded by the Australian Government Department of Education and Training in 2017.

This session was held by HERDSA Victoria Branch with presentations from Dr Jaclyn Broadbent (Deakin University): 'Am I just another number? Student success in large classes'. Dr Georgia Clarkson (Australian Catholic University): 'Facilitating successful transition'. Mr John Schwartz (Swinburne University): 'Student Success at Swinburne: The Role of Academic Development Advisors'.

This session was held by HERDSA Victoria Branch with presentations from Dr Jaclyn Broadbent (Deakin University): 'Am I just another number? Student success in large classes'. Dr Georgia Clarkson (Australian Catholic University): 'Facilitating successful transition'. Mr John Schwartz (Swinburne University): 'Student Success at Swinburne: The Role of Academic Development Advisors'.

Learning Analytics is touted as being a powerful force for good in education, but asking the right questions of the data and interpreting it with a critical eye are important factors in using it to successfully help teachers to help their students. This panel brings together five people to discuss some ideas in this field and to share some of their hands-on experiences.

This presentation reflects on the noted promise of fields such as learning analytics and big data in terms of their capacity to deliver new forms of educational practice. That is, the rise and enculturation of data-informed learning and teaching, the provision of early alert systems, flexible and personalised learning opportunities enacted through recommender systems and the development of individualised learner profiles. The complexities of educational systems will be explored to better understand why learning analytics remains largely in the developmental phases and how these challenges can be addressed at a systemic sector-wide level.

Open University Australia (OUA)'s Community of Practice at Swinburne University of Technology has formed a discussion panel to present 'Engaging and supporting online students'. Chaired by Associate Professor Elizabeth Branigan this session meets the specific needs of the OUA teaching staff as well as showcasing how OUA teachers engage and support online students. Insights from teachers, a librarian and a student on how to engage online students and support them will be shared.

This presentation seeks input into the development of a national online teaching induction program for the Australian sector. The work is part of an Office for Learning and Teaching Fellowship and is a collaboration between 11 institutions, led by Swinburne University. If you have responsibility for teaching staff who are new to teaching, are new to teaching yourself, or are a professional staff member with teaching responsibilities, I would welcome your input into what you believe the program might usefully provide for staff who are ongoing/sessional/contract, staff based on international campuses, professional staff who teach students and research students.

This presentation follows the roadblocks experienced by a sessional lecturer in implementing authentic assessment developed as a part of Swinburne’s Curriculum Design and Assessment unit. It discusses the differing approach and concerns of research-orientated academics and the roadblocks encountered in instigating new Teaching and Learning Activities (TLA) and assessment, which had achieved a perfect score in the Swinburne unit.

Swinburne's Learning and Academic Skills (LAS) Centre recognises that in the 21st Century student learning spaces extend beyond classrooms and that there is a greater distribution of both physical and virtual spaces students learn through (Keppell, Souter and Riddell, 2012). LAS provides services for all Swinburne University of Technology students to improve literacy, numeracy and academic skills, through workshops and individual consultations. In 2015, a need was identified for a physical drop-in service which could address modern students' expectations for instant, 'right now' LAS assistance which could respond to 'just-in-time' study issues. Location of this service was a key issue if its potential to enhance and add to existing affordances for learning (Steel and Andrews 2012, p. 252) was to be maximised. Consequently, the library was identified as a high profile location with easy access in which students already utilised various resources and spaces, including virtual.