Bridging the gap between technology and empathy
byAt the intersection of lived experience and engineering innovation, a quiet revolution is unfolding. Working alongside people with lived experiences opens the minds of…
September, 2024
Using generative AI as part of assessments: Cheating or opportunity?
byWhat do you want students to learn and achieve when they complete assessments? Are there opportunities for AI to improve how students achieve these…
Making groupwork meaningful and authentic – Assessment for learning in High Performance in Sport
byIn April 2023, Dr. Rhonda Orr from Exercise and Sport Science approached the Educational Innovation team to collaborate on the design of a group…
Program level assessment design and the two-lane approach
byThe University’s ‘two-lane approach’ to assessment, summarised below in Table 1, focuses attention on the legislated need to ensure our graduates have met the…
Tailoring peer observation for your tutors at Sydney
byIn our previous post, Supporting Tutors through Peer Observation, we explored the concept of peer observation, its benefits for tutors, and key features of…
Supporting tutors through Peer Observation
byTutors are often the first point of contact for our students, playing a crucial role in their learning journey. However, these educators, especially those…
To grade or not to grade – is it time to go gradeless?
byAt Sydney, almost all units of study use a graded system for assessment; that is students’ work is assessed as being on the scale…
Unravelling the sensory campus experience – A unique perspective of autistic academics
byHave you ever wondered what it is like for autistic academics to navigate a sensory-rich campus? In academia, individuals must navigate diverse physical and…
Access for all in the chemistry laboratory: The case of blind students
byScience has much to learn from sport when it comes to accessibility of participation. The Paralympics, just opened in Paris, is currently showcasing the…