About the Editors

After spending over 20 years as a lecturer and researcher in languages and applied linguistics, Antonella Strambi transitioned to the role of Academic Developer in the Teaching Innovation Unit at the University of South Australia in 2018. In this role, she provides professional development and support for teaching staff and manages the internal Teaching and Learning Innovation Grants scheme.

She completed her PhD at the University of Sydney in 2002, supported by an International Postgraduate Research Scholarship funded by the Australian Government. Her thesis, which examined the impact of computer-mediated interaction and communication on language learning, was a pioneering study. It led to a subsequent project and a publication that has since established itself as a seminal paper in the field of distance language teaching and learning, with over 200 citations.

Antonella has received several teaching and learning innovation grants, including a Seed Grant from the Australian Office for Learning and Teaching for the project “Helping First Year Students Flourish through Languages”, completed in 2017. She is passionate about Staff and student wellbeing, has established and co-leads the ‘Neurodiversity @ UniSA’ Special Interest Group, and is currently studying for a Diploma of Counselling.

Since 2024, Antonella has been working with a team of USA-based researchers as part of her participation in the “Affirming and Inclusive Engaged Learning for Neurodivergent Students” research seminar organised by Elon University (USA).

In addition to being an active researcher in higher education, she has been awarded for teaching and leadership including: Advanced HE Senior Fellow, UWS Vice Chancellor’s Award for Leadership in HDR Teaching Excellence (joint winner); ALTC Citation for Outstanding Contribution to Student Learning; Australian Association for Research in Education Special Commendation for Research in Education. She is a founding editor of the popular blog Doctoral Writing SIG and the Journal of Academic Language and Learning, and is on the Board of Reviewers for the Journal of Teaching in Higher Education and Higher Education Research & Development.

Associate Professor David Birbeck is Head of Curriculum Development and Support within the Teaching Innovation Unit at the University of South Australia (UniSA) and holds a fractional secondment as Associate Dean: UniSA Online, with responsibility for the UniStart pathways program. With over two decades of experience in academic development, curriculum innovation, and teacher education, David has made sustained contributions to advancing teaching excellence at both institutional and sector-wide levels.

David leads key initiatives that enhance academic capability in teaching and learning, including UniSA’s professional teaching programs and the coordination and development of academic teaching award applications. He also chairs the Grants and Awards Panel (GAP), supporting the recognition of teaching excellence. His leadership extends into university governance, where he actively shapes policy and strategic direction in teaching and learning, contributing to reforms that improve educational outcomes.

David is a longstanding participant in governance groups such as SAPAG and the Student Appeals Committee. He serves on the College of Reviewers for the Journal of Higher Education Research & Development (HERD) and is a member of the Council of Australasian University Leaders in Learning and Teaching (CAULLT). His research focuses on curriculum design, sustainability, with particular emphasis on equity and theorised practice.

One of the key reasons she is passionate about good learning design is the opportunity it provides to create meaningful and engaging learning environments. Kirsty believes that learning should not be a passive process but an active and dynamic journey where learners are actively involved, motivated, and challenged. Good learning design enables her to design experiences that captivate learners’ interest, spark their intrinsic motivation, and encourage their active participation.