911±¬ÁÏÍø

The videos below illustrate the passion of our teachers and provide insights into student learning in some of the courses at the University.

• -ÌýColleagues share successful approaches for engaging students.

The requires the design of learning and teaching to ensure students of all backgrounds have the opportunity to succeed academically. When we make choices about learning activities, including assessment, we need to take an equity-informed approach and apply inclusive education principles. The following resources provide support for an inclusive approach.

A one-page guide to Universal Design for Learning for course coordinators.

Inclusive practice guidance

The (ADCET) provides excellence guidance and resources on inclusive practice including course design and delivery, assessment, and considerations for laboratories and workshops.

The Gonski Institute for Education (UNSW) have written an overview of the literature related to .

Connect and learn with colleagues

If you are interested in sharing ideas about inclusive teaching, you may want to join the Diversity and Inclusion in Teaching Community of Practice (DITCOP).

Universal Design for Learning (UDL)

is a framework for designing learning activities and assessments that account for learner diversity based on the science of how we learn. You can use the framework to create meaningful and challenging learning for all students.

In you can learn practical ways to apply UDL in your course design and/or teaching. It takes about 90 to 120 minutes and the best piece of advice focuses on how to apply UDL to one element of your teaching at a time.

Creating accessible content

If you create learning materials for students to be used in MyUni, practical support is available to ensure the design of your learning experiences is inclusive and accessible.

The includes a to learners, which is a legal requirement and enhances learning for all students.

For further guidance on creating accessible content, the is a great source.

ADCET also provide and have a

University resources, strategies and support

The University of 911±¬ÁÏÍø has produced to help us ensure our interactions (including the way we address others) are accurate, fair and respectful.

There are a number of institutional level plans for addressing structural and cultural impediments to diversity and inclusion which could also inform your approach.

Some learning and teaching provisions to address diversity have a basis in legislation such as reasonable adjustments in assessment and access to assistive technologies. Disability Support can help academic and professional staff to understand the guiding legislation and University policies.

The Online programs team have developed principles and guidance for online learning informed by the Technology Enhanced Learning Accreditation Standards (TELAS), Quality Matters (QM) and the TEQSA Higher Education Standards Framework (HESF).

The following guides are for educators who would like to enhance the online portion of their blended courses.

This evidence-based framework guides the design of learning environments through ensuring 3 important elements are in place: social, teacher, and cognitive presence.

Looking for ways to design effective online lectures? This journal article outlines the evidence and theories behind five techniques for the creation of effective instructional videos: dynamic drawing; gaze guidance; generative activity; perspective; and subtitles. It also warns against the use of seductive details that do not contribute to learning.

The mission of the OLC is to create community and knowledge around quality online, blended, and digital learning while driving innovation and you create your own account and affiliate it with the University of 911±¬ÁÏÍø institutional membership. In April 2020 the OLC recently held an event designed to address the challenges of teaching during the pandemic. You can access the nearly 50 OLC Ideate recorded sessions covering topics such as building inclusive learning environments, radical openness, caring for students, and humanizing online learning. .

A collated list of resources covering transitioning a course to online delivery, teaching in the online environment, student engagement, and assessment integrity.

At the University of 911±¬ÁÏÍø, educators engage in scholarly practice which requires a reflective mindset and the use of evidence-based approaches to learning and teaching.

As part of a scholarly approach to teaching, you'll need to use a way of reflecting on your practice that works for you.ÌýSchön (1983)ÌýÌýas the practice by which professionals become aware of their implicit knowledge base and learn from their experience. To inform your reflection on practice, you will need to identify appropriate ways to monitor the effectiveness of your teaching approaches and the impact these have on student learning.

• To learn more about how you can enhance your teaching practice through evidence-based evaluation, register for the Workshop: Build meaningful and mutual feedback loops with your students (eSELTs and more).

How do you check for learning during class?

You can use the methods outlined in this Vanderbilt UniversityÌýÌý(Classroom assessment techniques) like minute papers to get feedback on student progress as well as the effectiveness of your teaching approach.

Scholarship of Teaching and Learning (SoTL)

You may choose to move towards knowledge generation and sharing through SoTL.

Broadly, SoTL involves investigating your practices, applying existing research and literature to examine and evaluate your teaching and learning practices and creating new knowledge and/or contributing to discussions on teaching and learning. Your findings would be made accessible and disseminated through presentations at conferences and through publication.

If you are interested in learning more, theÌý.

TheÌýADEPT Empowered EducatorsÌýseries is an opportunity to develop your skills in the identification, actioning and evaluation of the effectiveness of responses to student feedback.

Students at the Western Sydney University describe their experience in this ‘ including why they turn their videos off, what they like, and the one thing they really look for.

The Appalachian State University has created to help you decide why video cameras need to be on when you are teaching via Zoom and what alternatives exist to creating engagement and a sense of community.

9 brief ideas on how to enhance the online learning experience.

Brief guidance on building a sense of community among students in the online environment.

The Director of Teaching and Learning at RMIT Online explains the why and how on topics such as communication, engagement, and feedback links, and provides examples.