Tales 4 Teaching

Deakin Design Principles (feat. Dr Chie Adachi and Darci Taylor) 26.06.2022 26:45 ↓

COVID-19 was a massive disruptor to higher education. At Deakin, it provided us with an opportunity to re-imagine what the future of teaching and learning might look like. Building on existing teaching and learning practices, the integrated learning project evaluated the staff and student experiences during this period.  

Reimagining end of unit assessment and exams (feat. A/Prof Chie Adachi and Dr Kelli Nicola-Richmond) 29.05.2022 23:07 ↓

During 2019, Deakin conducted around 200,000 closed-book exams. The Reimaging Exams Project led by Dr Kelli Nicola-Richmond challenged the role of exams in teaching and learning to create more authentic and inclusive experiences for students. Kelli emphasises that this project wasn’t just about changing the delivery method of exams, it was about facilitating a change in practice.  

Reducing the administrative overload using technology (feat. Dr Tara Draper and Anthony Rendall) 15.05.2022 17:57 ↓

In this episode, Tara talks to Anthony about the technology he has used to create a more meaningful learning experience for his students and significantly simplified the administration involved. He explores what he used, how it benefited the whole experience and challenges along the way.

Rethinking the digital design and delivery of online units using indigenous pedagogies (feat. Joan Sutherland, Rebecca Gerrett-Magee & Erik Beyersdorf) 02.05.2022 24:49 ↓

In Episode 45, Joan talks to Rebecca and Erik about how she reimagined her pedagogical principles of country, culture, and connection to the virtual space to redesign her indigenous units. She highlights the importance of authenticity and support in the design and development of these resources.  

Empowering students to take ownership of their learning 18.04.2022 14:05 ↓

In Episode 44, Julien Ugon shares his insights with Laura Tubino into promoting student agency in a first-year mathematics unit. They explore how he has redesigned the unit including the different points of feedback along the way. 

Engaging online and on-campus students in a dual-delivery class (feat. Dr Jo Elliott and Dr Nicole Siller) 04.04.2022 16:10 ↓

In Episode 43, Jo talks to Dr Nicole Siller from the Deakin Law School about how she actively engages both on-campus and online students in a dual-delivered live class, in a first-year Law unit.

Benefits of an international internship: a student perspective (feat. Joan and Emma Giudici) 21.03.2022 10:36 ↓

In Episode 42, Joan talks to Emma Giudici, a student intern in Digital Media from the University of Glasgow . She shares why she took part in the internship, the benefits and challenges, and explains the importance of approaching it with an open mind to get the most out of it. 

Empowering teaching and learning staff to build 3D Immersive Experiences (feat. Joan Sutherland & Alan Longmuir) 07.03.2022 18:33 ↓

In Episode 41, Joan speaks to Alan Longmuir about how the emerging ed technologies team created the IdeAR framework to support teaching and learning teams to design and develop immersive learning experiences. 

Using AI feedback to improve student writing (feat. Laura Tubino & Adam Cardilini) 21.02.2022 13:55 ↓

In this episode, Laura Tubino speaks to Dr Adam Cardilini from Deakin's School of Life and Environmental Sciences about piloting an automated feedback tool, powered by Artificial Intelligence, to provide formative feedback and improve students' writing skills.

Using 360 video to create an immersive learning experience 07.02.2022 11:12 ↓

In Episode 39, Dr Jo Elliott speaks to Dr Maria Nicholas about using 360-degree video and Deakin's Nyall Precinct to create an immersive and interactive learning experience for Teaching students.

Designing inclusive experiences for Indigenous students online (feat. Joan Sutherland and Jessamy Gleeson) 20.12.2021 23:49 ↓

In this Episode, Joan talks to Dr Jessamy Gleeson around designing inclusive experiences for Indigenous students online, exploring strategies that can be used to be more culturally inclusive.