UNSYMPOSIUM 2020 Discover what is possible: Where social networking, roundtable discussions, and "corridor" conversations converge.


Thank you for joining us at the Unsymposium 2020. Your discussions, questions, shared experiences were very valuable. Each one an important piece of our Faculty's community of teaching practice. We look forward to your next step and hopefully seeing your name and piece here next year!

Here are some highlights of the insights and reflections shared in each session. You are also invited to visit the raw Google reflection document to see the range of discussions within the breakout rooms.

Session 1 |

Capability building & transferable skills

  • Allowing students to fail in small formative tasks embedded within content builds capability, confidence and facilitates peer teaching. We need a replacement for Smart Sparrow!
  • More support for teaching effectively online.
  • More support for developing better end of session exams and more support for students undertaking them—they are here to stay

Session 2 |

Effective partnering with industry

  • Vital to pursue a range of strategies (e.g. links with graduates, professional bodies, industry leaders, co-creation initiatives, placements/sabbaticals in industry) to ensure our academics are more deeply engaged with industry.
  • Vital to pursue a range of strategies to ensure our PG international students maximise exposure to industry but subject content must also reflect this to compensate for more limited opportunities (due to visa requirements).
  • We need to make more effective use of our sessional staff who are in industry every day of the week.
  • Can a knowledge visualisation model be embedded in our teaching?

Session 3 |

Impact of research informed teaching practice

  • The instructional design of the subject, including assessment, is critical for determining whether research-based learning is useful or possible.
  • Research encourages us to innovate and change. That thirst for innovation and knowledge is an asset in teaching.
  • To get students interested in research, they need to be convinced that it is relevant to the subject and that instructor is an expert in that field. Use colleagues and their research to help.
  • Condense the research in a form that students can use, inform and reflect on in their own practices.
  • Tie theory to everyday practices, tasks graduates will have to do in their real life as professionals.
  • Design subjects that allow students the opportunity to apply knowledge.

Session 4 |

Facilitating purposeful peer interaction

  • Peer interaction tools such as Campuswire are great but not integrated into i2. We need an enhanced LMS that doesn’t require student to leave it to access such tools.
  • More support for development of effective group/project tasks including designing assessment so the risk to students who contribute is minimised and strategies for academics to effectively support them.
  • Help to teach students how to give feedback to one another, and to be explicit about what you expect.
  • Help for teaching via Zoom more effectively.
  • More help on flipping the classroom more effectively to free up more class time for peer interaction.
** Recordings of each Unsymposium session are available below. Please note session 3 was not recorded.
What are some strategies to gauge students' capabilities and existing knowledge? How can we facilitate connections between knowledge, experience and unfolding situations? Kath, Ruhina, Branka and Margaret take you through their journey designing learning experiences that build students’ capabilities and equip them with transferable skills.
How do you stay up to date with your industry? How can we make our students industry-ready? Are we current and engaged? Hear how Michael, Sudath, Arif and Jen work closely with industry experts to stay current and engaged. Effectively partnering with industry to deliver learning experiences that equip our students with lifelong learning capabilities.
How can knowledge be responsibly applied to problems? How can it be helpful to individuals and communities? Is it possible to interpret discoveries and research findings in a way that finds a larger and more comprehensive understanding across discipline boundaries? Join Nick, Mostafa, Eddie and Buvana as they share how their research informs and impacts on their teaching practice.
Does online discussion improve students’ understanding of reading materials? How does active learning in synchronous classes influence students’ comprehension of the concepts? What does role play and simulation contribute to student learning in a course? These are just some areas Kate, Kylie and Jo will touch on to start the conversation on facilitating purposeful peer interaction.



The elevator pitch is the Unsymposium's conversation starters. Each presenter will have 5 minutes to provide you with a summary of their blog post covering three main points.


There will be FOUR breakout rooms. Your facilitator/host will move you automatically to a breakout room. Each presenter will pop into your breakout room. You will have 10 minutes with each presenter.
  • Each room must assign a notetaker.
  • Links to Google docs reflection sheets will be provided to record the group's discussion.
  • Each room will be assigned a question to ask the presenters.
  • You have 4 x 10-mins roundtable discussion time (total 40 mins)
LAST 10-15 MINS.... Everyone returns to the main ZOOM room and a representative from each breakout room will provide a short summary of their discussion (hosts/facilitators will share the google documents)
WHEN: Wednesday, 2nd September, starts at 11.15 AM (AEST), ends at 1.00 PM (AEST)

ZOOM room links will be provided when you register.


Created By
Katherine Herbert


Created with images by Toa Heftiba - "I love it when I come across motivational street art like this one. Together we stand. Art work found in Hoxton Square, London" • Puria Berenji - "Choice" • Chris Montgomery - "Zoom call with coffee" • Farshad Rezvanian - "untitled image"