Associate Professor Michael Henderson

Faculty of Education, Monash University

Professor Michael Henderson is Professor of Digital Futures in the Faculty of Education at Monash University, and leads the Feedback for Learning project team. He researches and teaches on the topics of professional learning, educational technology and instructional design, including feedback designs. Michael constantly works to improve his own teaching and receives yearly commendations from the Provost of Teaching and Learning for “Outstanding” student evaluations. As the Programme Director for Postgraduate Studies Michael also actively works to facilitate the professional learning of the educators across postgraduate degrees in the Faculty of Education.

In 2010, Dr Henderson was awarded an ALTC Citation for Outstanding contributions to Student Learning, which was based on his innovative use of technology to facilitate effective feedback. This work has resulted in continuing research in the area of feedback and instructional design. Over the last eight years Michael has iteratively developed his feedback designs, drawing on an increasing database of feedback literature and student data. At its core, Michael’s work to-date demonstrates that a relatively simply design of assessment feedback can result in significant impact on student attitudes, self-efficacy and satisfaction. However, it is a small piece within a larger puzzle that this current project seeks to address.

Professor David Boud

Director of Centre for Research in Assessment & Digital Learning (CRADLE), Deakin University

Professor David Boud is the Foundation Director of Deakin University’s Centre for Research in Assessment and Digital Learning (CRADLE), and an Emeritus Professor at the University of Technology, Sydney. He is also a Senior Fellow of the Australian Learning and Teaching Council. David has published extensively on teaching, learning and assessment in higher and professional education in the international literature, and he has been awarded an honorary doctorate from Linköping University, Sweden, for his contributions to this field.

In the area of assessment David has pioneered the development of learning-centred approaches to assessment, and he has collaborated extensively with colleagues across the discipline. His particular contributions to the field of higher and professional education have been concerned with student self-assessment, building assessment skills for long-term learning, and new approaches to feedback. David’s current research interests include assessment for learning in higher education, academic formation, and workplace learning.

Professor Elizabeth Molloy

Department of Medical Education, Melbourne Medical School, University of Melbourne

Elizabeth Molloy is Professor of Work Integrated Learning in the Department of Medical Education, University of Melbourne. She is involved in design of workplace-based learning and assessment, and runs professional development short courses and award courses for university and clinically based educators, with a focus on ‘feedback for learning’. She has published research on feedback, professional transitions, teacher responses to under-performing learners and the role of educators in facilitating active student learning.

Elizabeth’s PhD examined the role of the clinical educator in providing performance feedback to students. As well as teacher education, she is involved in designing and researching innovations to improve the preparation of undergraduate and postgraduate students to engage in workplace learning.  Professor Molloy has expertise in feedback processes, curriculum and research design, systematic review, and qualitative data analysis. Elizabeth was Chair of the Australian Physiotherapy Educators’ Group 2012-2014, was appointed as Inaugural Fellow of the Australian and New Zealand Association for Health Professions Education in 2015, and is Associate Editor for the Journal Focus on Health Professional Education.

Associate Professor Phillip Dawson

Associate Director of Centre for Research in Assessment & Digital Learning (CRADLE), Deakin University

Associate Professor Phillip (Phill) Dawson is the Associate Director of Deakin University’s Centre for Research in Assessment and Digital Learning (CRADLE). He holds a PhD in Higher Education, and a first-class honours degree in Computer Science. Phill has published in leading assessment and educational technology journals, along with top generalist education journals. He also disseminates his work through both popular and social media, including a strong presence on The Conversation.

Phill’s current research interests include digital threats to academic integrity, academics’ assessment design thinking, feedback, and learning analytics, while his methodological expertise covers research synthesis, digital research methods, and case study research. He also has a research background in mentoring, peer learning, and higher education pedagogy. This breadth of pedagogical and methodological knowledge enables him to undertake a range of research activities, from hacking online exams to working together with educators and students to understand their teaching and learning needs.

Dr Michael Phillips

Faculty of Education, Monash University

Dr Michael Phillips is a Senior Lecturer in the Faculty of Education at Monash University. After a successful career as a secondary school teacher and Principal, Michael completed his doctoral studies in 2014, which focused on the negotiation of teachers’ knowledge in school workplaces. As an early career researcher Michael has continued to explore the complexity of engaging educators in higher education and schools in professional learning. In addition to his work on teacher’s knowledge, he has developed a national profile in multi-modal assessment feedback.

Michael remains actively involved in leading and teaching in a variety of undergraduate and postgraduate units in the Faculty of Education at Monash University, many of which coalesce around the ways in which educators can effectively integrate digital technologies into their teaching practice. Michael’s teaching has regularly been recognised as outstanding with numerous citations from the Pro Vice Chancellor (Teaching and Learning) for outstanding student evaluations.

Dr Tracii Ryan

Faculty of Education, Monash University

Dr Tracii Ryan is a Research Fellow in the Faculty of Education at Monash University, and is the project manager for the Feedback for Learning project. She holds a PhD and a first-class honours degree in Psychology. Tracii has several years of experience working across a range of research projects within the higher education context, with a particular focus on students’ perceptions relating to the use of digital tools for assessment and feedback purposes. She has methodological expertise in the areas of survey design and quantitative analysis.

In her own research, Tracii has published journal articles relating to the motivations, outcomes, and individual differences associated with social media use. Her PhD thesis presented a mixed methods exploration of Facebook addiction, focusing primarily on potential pathways and symptoms.

Dr Helen Walker

Research Manager for Centre for Research in Assessment & Digital Learning (CRADLE), Deakin University

Dr Helen Walker is the Research Manager at Deakin University’s Centre for Research in Assessment and Digital Learning (CRADLE). She holds a professional doctorate in services management, along with research degrees in urban planning and economic geography. Helen’s broad-ranging role sees her implement strategic initiatives at an international level to expand the reach, impact and quality of CRADLE’s research activities. She also manages corporate governance, business policy, compliance monitoring, and public policy reforms within high-impact collaborative programs.

Helen’s current research interests include public policy and management models, hermeneutic phenomenology, and gerontology.

Ms Paige Mahoney

Centre for Research in Assessment & Digital Learning (CRADLE), Deakin University

Ms. Paige Mahoney is an Associate Research Fellow at Deakin University’s Centre for Research in Assessment and Digital Learning (CRADLE). She holds a first-class honours degree in Professional and Creative Writing and History. Paige has worked on a range of research projects examining pedagogical and professional issues in higher education, including sessional academic staff, assessment feedback, inclusive pedagogies, and academic identity. Her own research has explored the complex intersections between history and fiction, gender and memory, and regional and national identities.