Institute for Teaching and Learning Innovation

Alexandra Osika

Learning Designer (EAIT)
Institute for Teaching and Learning Innovation
Alexandra Osika

As a Learning Designer (Assessment Transformation), Alex supports the Faculty of Engineering, Architecture and Information Technology’s Learning Enhancement Team to deliver high-quality educational resources across a range of disciplines. Her work focuses on artificial intelligence (AI) in the curriculum and maintaining integrity of the learning process in the age of AI.

Alex has worked in the higher education sector since 2012, with a variety of roles centred on enhancing teaching and learning including: undergraduate and postgraduate teaching, education research, project management, data analysis, resource development, academic administration, and governance. She is passionate about lifelong learning with a special interest in supporting students to learn how to learn through deploying relational and reflective pedagogies. Alex was awarded Commendation for Outstanding Contributions to Student Learning: Tutors (2023) for her work in this area. Her work with the Digital Learning Uplift team at the Institute of Teaching and Learning Innovation contributed to the DLU team being awarded a Commendation for Outstanding Contributions to Learning: Learning Design Advisory (2024).

Alex’s academic background includes a Bachelor of Arts and Bachelor of Science from The University of Queensland and a Postgraduate Certificate in Learning and Teaching in Higher Education from the University of London. She has received professional recognition for her teaching and learning experience and expertise in higher education as a Fellow of the Higher Education Academy, through her work in education projects, education research, and teaching.

Publications

Journal Article (1)
Conference Paper (1)
Newspaper Articles (10)

Journal Article

MacMahon, Stephanie J., Carroll, Annemaree, Osika, Alexandra and Howell, Angelique (2022). Learning how to learn—Implementing self‐regulated learning evidence into practice in higher education: Illustrations from diverse disciplines. Review of Education, 10 (1) e3339. doi: 10.1002/rev3.3339

Conference Paper

Kibedi, Judit, Young, Charlotte, Osika, Alexandra and Cosgrove, Karine (2022). A journey to BSEEN: bringing career pathways to the Biomedical Science experience. Australian Physiological Society / Australian Society for Biophysics Scientific Meeting 2022, Hobart, TAS Australia, 20-23 November 2022.

Newspaper Articles

Lynn, Sasha, Osika, Alexandra and Carroll, Annemaree (2022, 07 08). Make social-emotional learning part of teaching: it’s easier than you think THE Campus
Bourgeois, Amanda, Osika, Alexandra and Carroll, Annemaree (2022, 07 05). Say goodbye to classroom boredom THE Campus
MacMahon, Stephanie, Osika, Alexandra and Carroll, Annemaree (2022, 07 05). Learning can be an emotional roller coaster: how can we help our students (and ourselves) enjoy the ride? THE Campus
Osika, Alexandra, MacMahon, Stephanie, Lodge, Jason M. and Carroll, Annemaree (2022, 04 05). Deep and meaningful learning: taking learning to the next level THE Campus
Osika, Alexandra, MacMahon, Stephanie, Lodge, Jason M. and Carroll, Annemaree (2022, 03 31). Learning challenge and difficulty: calm seas do not make skilful sailors THE Campus
Osika, Alexandra, MacMahon, Stephanie, Lodge, Jason M. and Carroll, Annemaree (2022, 03 30). Learning to learn and higher-order thinking: it’s not just what to learn but how to learn THE Campus
Osika, Alexandra, MacMahon, Stephanie, Lodge, Jason M. and Carroll, Annemaree (2022, 03 29). Interactive learning: more than teamwork makes the dream work THE Campus
Osika, Alexandra, MacMahon, Stephanie, Lodge, Jason M. and Carroll, Annemaree (2022, 03 18). Emotions and learning: what role do emotions play in how and why students learn? THE Campus
Osika, Alexandra, MacMahon, Stephanie, Lodge, Jason M. and Carroll, Annemaree (2022, 03 04). Contextual learning: linking learning to the real world THE Campus
Osika, Alexandra, MacMahon, Stephanie, Lodge, Jason M. and Carroll, Annemaree (2022, 03 02). Learning as becoming: what do students become as a result of their higher education experience? THE Campus