The first six months of the Monash Teaching Community blog is celebrated by Rowan Peter in a post in which he reflects on the amazing contributions and themes so far. Enjoy, and thanks for reading!

teaching-community.monash.edu/sixmonths/

Orna Farrell Margaret Bearman Also suggests that at university we should be looking at assessing the higher order aspects (as per Bloom's taxonomy) rather than the remember and understand levels.

And, cites Tim Fawns on tech & ed.

Dr Sarah Hack 💙 MartinCompton Tim Fawns Anna Mills, annamillsoer.bsky.social, she/her Maha Bali, PhD مها بالي 🌵🇵🇸 Dr Mary Jacob L&T @maryjacob.bsky.social I've just discovered a great interactive resource from #MonashUni ai-learning-circle-mon.com/guides-for-ass…

Is anyone aware of a (decision tree-style) resource for guiding academics in determining whether students may use AI in assessments? Tagging MartinCompton Tim Fawns Anna Mills, annamillsoer.bsky.social, she/her Maha Bali, PhD مها بالي 🌵🇵🇸 Emily Nordmann Dr Mary Jacob L&T @maryjacob.bsky.social for extra reach!

Is there a name for the phenomenon where you can only make an informed decision on whether to do something after you've already done it?

This seems particularly relevant for education where, by doing a course, you learn how to appreciate the value of learning that stuff.

Exciting opportunity to join our Clinical Education Team! Please do share!
SimClinEd Dr Jane Hislop Jess Gurney

elxw.fa.em3.oraclecloud.com/hcmUI/Candidat…

Grades should represent

Grades should represent

New Monash Education Academy 10 minute chat on GenAI with Kelly Webb-Davies. We talk about how GenAI might help some students overcome English language barriers within assessment. monash.edu/learning-teach…

Can we collaborate with AI without humanising it?

needednowlt.substack.com/p/collaboratin…

We were asked to write a few learning outcomes, and so we did. Hastily, for there was much other work to be done. And they became the bedrock of our course, the True North, all activities, assessments and legitimations of knowledge aligned to them.

The irony is that, on the whole, there is no clear relationship between better grades and better practitioners or thinkers.

Grade infuriation: when people get angry because grades don't mean what those people think they should mean.

An implication of a postdigital view of education is that any theory that is relevant to online learning (e.g. transactional distance or community of inquiry) should also be relevant to on campus, and vice versa. And to hybrid learning. Discuss.

Short thoughts on an open access chapter with Lina Markauskaite #iStandWith🇺🇦 Lucila Carvalho & 💧Peter Goodyear, written in Covid-19 lockdown about a course Gill Aitken, Derek Jones & I designed and ran to help clinical educators redesign courses for online learning.
linkedin.com/posts/tim-fawn…

Can we at least agree that journals should use AI to sort referencing formatting so authors and editors don't have to?

So much focus on the quality of the *feedback information* AI can provide; so little focus on the *feedback processes* it can enable. I think the latter is much more interesting for research (and also will probably date less quickly)