| 9:30 am | Welcome Joanne Wright, Adam Bridgeman |
| 9:45 am | Taking History Beyond the Classroom [1A1] Darcy Campbell, Michael A. McDonnell In this session, current History student Darcy Campbell and Professor Michael McDonnell will reflect on the origins, implementation and benefits of a Work-Integrated-Learning unit in the School of Hum... [more]In this session, current History student Darcy Campbell and Professor Michael McDonnell will reflect on the origins, implementation and benefits of a Work-Integrated-Learning unit in the School of Humanities, Faculty of Arts and Social Sciences - from a student and teacher perspective. Drawing on their recent collaboration in Teaching@Sydney they will also reflect on ways that other disciplines might take their work beyond the classroom - to undertake community-engaged projects that provide an authentic assessment opportunity, build cultural competence skills, and remind students that the skills they build at University can mean their learning is a lifelong process.[less] | Cultivating Teaching Excellence through Peer Observation: A Student-Centred Innovation in Tutorial Programs [1B1] Chandana Maitra, Samantha Clarke, Alix Thoeming In this presentation, we discuss Peer Observation of Teaching (POT) within tutorial programs. We present evidence from a successful pilot carried out in the School of Economics in 2023 semester 1. Our... [more]In this presentation, we discuss Peer Observation of Teaching (POT) within tutorial programs. We present evidence from a successful pilot carried out in the School of Economics in 2023 semester 1. Our trial illustrates how POT fosters a practical, innovative, and student-centered teaching environment, enhancing academic development among tutors. We detail the methodology used, which was adapted from a tutor POT pilot run by FASS1000 in 2021. Our approach included voluntary participation, paid engagement, and observation of experienced tutors. New tutors observed colleagues, recorded insights, and submitted post-observation reflections and feedback. This created a supportive environment for tutors to learn from peers and refine their teaching skills. The approach also develops mentoring and leadership capacities for senior tutors, showing the transferability of POT. We share findings on student learning outcomes and the formation of nurturing relationships beyond the formal POT program. We discuss plans for scaling up the initiative to involve more tutors across different units. Join us to learn how to adapt and apply the POT strategy, fostering pedagogical innovation and enhancing the student learning experience.[less] | Scaffolding written communication skills for students in transition [1C1] Hong Dao Nguyen, Caitlyn Forster, Tim Lee Communicating science effectively to a variety of audiences is a highly desired skill in science graduates. With respect to written communication, the works students are asked to create often require ... [more]Communicating science effectively to a variety of audiences is a highly desired skill in science graduates. With respect to written communication, the works students are asked to create often require skill sets that they have limited opportunities to develop during their secondary education. This makes scaffolding crucial for students, particularly for those in transition. Here we present our scaffolding strategies aimed to enhance the development of written communication skills for students in a large first-year biology unit. Our students engaged in multiple communication assessments - a pitch to the editor of ‘The Conversation’, writing an article in the style of ‘The Conversation’, and a scientific report - whilst exploring their interests around social determinants of health, human evolution and biology. We share how these tasks were designed to feedforward to subsequent assessments, as well as our approaches in scaffolding the tasks through assessment briefs, marking rubrics, supporting resources and personalised one-on-one feedback sessions.[less] |
| 10:00 am | The ‘art’ of connections during the transition to university [1A2] Joanne Hinitt, Kria Coleman The transition to university can pose significant challenges for students, especially those from diverse backgrounds or with limited familiarity with the academic expectations and complexities of this... [more]The transition to university can pose significant challenges for students, especially those from diverse backgrounds or with limited familiarity with the academic expectations and complexities of this new learning environment. This presentation aims to showcase examples of intentional and student-centred design for learning implemented during the initial weeks of a first-year undergraduate occupational therapy Unit of Study. During the presentation, practical examples of intentional design decisions will be shared. By highlighting these examples and the intentional design decisions behind them, this presentation aims to provide examples of ways fellow colleagues might foster connections and support the transition into university and professional degree university programs.[less] | The development of an online learning module to support students learning whilst on clinical placement [1B2] Laura Di Michele, Alix Thoeming, Matthew Kiem, Monique Laura In the curriculum review for the Master of Diagnostic Radiography program, it was found that students lack sufficient coursework on implementation science, which is crucial for producing evidence-base... [more]In the curriculum review for the Master of Diagnostic Radiography program, it was found that students lack sufficient coursework on implementation science, which is crucial for producing evidence-based practitioners. To address this, we developed an online module in collaboration with the Sydney Education Design Accelerator. The module focuses on universal design principles and utilizes current educational technologies to ensure interactivity and engagement. Students can use their work in the module to create a template for the related assignment. This presentation will discuss the development process, share experiences, and outline the metrics used to assess module effectiveness.[less] | Technology to provide customised feedback and reduce examiner workload in authentic case-based assessments [1C2] Maree Milross, Jean Meyer, Sonia Cheng This talk will present the evaluation and feedback methodologies of a hands-on end-semester exam, enhanced by technology like SRES for automated, tailored feedback. Previously, paper-based assessments... [more]This talk will present the evaluation and feedback methodologies of a hands-on end-semester exam, enhanced by technology like SRES for automated, tailored feedback. Previously, paper-based assessments were time-consuming for examiners. Now, formative mini-assessments develop feedback delivery skills, promote self-reflection, and offer student choice, which leads to an empowering final exam. Students choose partners for the final assessment, reflecting real-life teamwork and reducing stress. We encourage students to be responsible for their learning, boosting engagement. The talk will offer tips on student autonomy implementation and discuss the pros, cons, and best practices of using SRES technology.[less] |
| 10:15 am | AI generated stories for prediction activities: Get students engaged before you even start! [1A3] Hamish Alexander Fernando The strategy of "Prediction" in education is a fairly well-known technique in which students are asked to make informed predictions to a certain question/questions pertaining to the lesson o... [more]The strategy of "Prediction" in education is a fairly well-known technique in which students are asked to make informed predictions to a certain question/questions pertaining to the lesson of the day, before the lesson starts. This motivates students to engage with the material from the very beginning, and think about the "bigger picture" of what they are about to learn. It has also been shown to improve memory retention of content, in part, due to increased engagement. We will look at how "prediction" can be enhanced with the use of ChatGPT and SRES. The focus will be on learning how to prompt ChatGPT to create rich short stories based on either real-life scenarios that students would face in their field, popular media, or historical events. The personalisation feature of SRES will be used to make the students the protagonists of the story, so that they feel more connected and engaged to it. The story would ultimately involve one or more problems that the students would need to solve through prediction of some of the key take-aways of the day's lesson. We will end by looking at how this activity can be transformed into a form of authentic assessment, especially suitable for an AI-dominated learning environment![less] | Iterative progress on designing for diversity in Pharmacy [1B3] Jessica Pace, Andrew Bartlett This session combines the experiences of three FMH unit coordinators who have been iteratively working on improving their student learning experience by adopting UDL principles to re-design elements o... [more]This session combines the experiences of three FMH unit coordinators who have been iteratively working on improving their student learning experience by adopting UDL principles to re-design elements of their units. We will share experiences using the Designing for Diversity steps. The session will reflect on the similarities and differences in the re-design of aspects of their teaching and Canvas sites. We will take time at each step of the Designing for Diversity process to allow session participants to ask questions and reflect on their own units and their learning and teaching challenges. The goal of this session will be to share 3 examples of student centred design using the Designing for Diversity steps and will provide opportunities to translate the approach to other settings.[less] | Mistake-mediated learning [1C3] Mohammad Polash Our current assessment practices, limited to in-semester and final exams, may not effectively measure students' learning. These time-pressured assessments provide only one chance to find a soluti... [more]Our current assessment practices, limited to in-semester and final exams, may not effectively measure students' learning. These time-pressured assessments provide only one chance to find a solution, without allowing students to learn from their mistakes or receive feedback. Instead, a more effective alternative could be implementing low-weighted assessments throughout the semester that progressively build upon each other. These assessments would enable students to submit their work multiple times, incorporating immediate feedback and promoting a deeper understanding of the subject matter. For example, EdStem can be utilized to deliver these assessments, providing individualized feedback and allowing for multiple attempts. This approach increases student engagement, as evidenced by their frequent submissions and active participation in discussions. Additionally, survey data shows that students appreciate the opportunity for mistake-mediated learning and desire more assessments of this nature in their courses.[less] |
| 10:30 am | Q&A [1A] | Q&A [1B] | Q&A [1C] |
| 10:45 am | Morning tea |
| 11:15 am | Using data and insights meaningfully to enhance student learning [2A1] Janica Nordstrom In this session, I will share how I work with unit of study survey data to ensure meaningful impact on student learning. Unit of study data is analysed longitudinally with new data each year. This all... [more]In this session, I will share how I work with unit of study survey data to ensure meaningful impact on student learning. Unit of study data is analysed longitudinally with new data each year. This allows me to pinpoint areas in need for improvement and track the impact of my interventions. In this session, you will see examples of how I use the unit of study data and how I make informed decisions for improvements that lead to better experiences for our students.[less] | Decolonial approaches to teaching cultural responsiveness [2B1] Celine Diaz In OCCP2089 Disability and Decolonising Practices, students are taught in a facilitative style that aims to promote critical reflection within a learning environment that is trauma-informed and priori... [more]In OCCP2089 Disability and Decolonising Practices, students are taught in a facilitative style that aims to promote critical reflection within a learning environment that is trauma-informed and prioritises psychological safety. This session will cover how this is done through evidence-informed teaching based on Indigenous scholarship and meaningful collaboration with First Nations colleagues.[less] | Collaboration Revamp: Unleashing the potential of group assessments for collaboration and quality [2C1] Anne Quain, Kria Coleman Redesigning a group assessment to improve collaboration, lift the quality of student work and produce meaningful learning outcomes in an intensive Doctor of Veterinary Medicine unit. Guided by the Uni... [more]Redesigning a group assessment to improve collaboration, lift the quality of student work and produce meaningful learning outcomes in an intensive Doctor of Veterinary Medicine unit. Guided by the Universal Design for Learning framework we considered the challenges faced by students in the previous iteration of the assessment, the relevance, complexity and clarity of the task and the teacher workload implications of our redesign. The outcomes included students authentically engaging in a collaborative process, producing a better quality submission and also meaningfully reflecting on their individual contribution and learning.[less] |
| 11:30 am | Standardising presentation marking and improving student performance in large scale units [2A2] Antonije Krivokapic, Tanya Fiedler We used the University's Student Relationship Engagement System (SRES) in BUSS5220 Responsible Business Mindset to standardize the marking of presentations. Our goal was to develop students'... [more]We used the University's Student Relationship Engagement System (SRES) in BUSS5220 Responsible Business Mindset to standardize the marking of presentations. Our goal was to develop students' communication skills for the MCom program and working life. By utilizing SRES, we transformed the marking process from generic performance descriptors to a customized feedback experience. This approach focused on specific elements of presentation style, such as vocal tone, body language, and non-verbal communication. We observed three positive outcomes. Firstly, it improved workflow efficiency. Secondly, statistical tools enhanced marking consistency, resulting in improved sensitivity and grade distribution. Lastly, students were able to collaborate and build upon received feedback, further developing their skills for future presentations. Through this initiative, we gained insights from data analysis that demonstrated the success of our approach in improving student outcomes.[less] | Practical based online assessments with students – experiences with Pecha Kuchas, audio and video simulations [2B2] Khanh Nguyen, Megan Cox As educators in the Masters of Medicine (critical care) program, our students are busy working medical practitioners taking mostly online courses. Practical based assessments are common in our working... [more]As educators in the Masters of Medicine (critical care) program, our students are busy working medical practitioners taking mostly online courses. Practical based assessments are common in our working environment and very important to show applied understanding. The pandemic, our students increased shift work, and our passion for innovative online education encouraged us to design and use practical based asynchronous online assessments for our courses. We highlight various modalities we have used including Pecha Kuchas, uploaded video and audio assessments. We discuss some of the common pitfalls, marking issues and how we intend to incorporate VR and AI in the future.[less] | Empowering students through real world design challenges [2C2] Sandhya Clement, Peter Lok BMET3921/9921 (Biomedical Design and Technology) is a key unit in the Biomedical Engineering program, providing students with the necessary skills and experience for the biomedical industry and resear... [more]BMET3921/9921 (Biomedical Design and Technology) is a key unit in the Biomedical Engineering program, providing students with the necessary skills and experience for the biomedical industry and research. Through real-world design projects led by clinicians, this unit takes a student-centered approach to develop graduates professionally. The assessments in this unit reflect students' consultations with stakeholders, their understanding of engineering design, and their ability to communicate innovative ideas. Students gain hands-on experience, improve interpersonal and communication skills, and work in teams over a 13-week period. This successful model may be applicable in other teaching contexts.[less] |
| 11:45 am | Evidence-based innovations in tutor development programs– student-led partnerships and results [2A3] Yvette Debergue, Peter Lok When students reported some ongoing issues in the classroom around sexism and racism in a school at the Faculty of Engineering in 2022, they pointed to tutors as being part of the problem. Tutors show... [more]When students reported some ongoing issues in the classroom around sexism and racism in a school at the Faculty of Engineering in 2022, they pointed to tutors as being part of the problem. Tutors showed a lack of understanding of what is expected of them when dealing with racism, sexism, and cultural discrimination in the classroom. The program we developed in response to this, Equity, Diversity and Inclusion in the STEM Classroom, draws on students as partners in developing a set of modules designed to inform and upskill tutors using both policies and evidence-based research to deal with issues such as unconscious bias, invisible disabilities, and gender identity discrimination. The program was successfully delivered in February and March of 2023 and is now being rolled out to four additional schools in semester 2, 2023 This includes further partnerships with students, academics and tutors from each school in order to understand the unique challenges each one faces and the ways we can design for diversity and inclusion to enhance student learning conditions ad transform teaching practices.[less] | Delivering Blended Learning Experiences to Enhance Engagement in Veterinary Professional Practice [2B3] Sanaa Zaki, Susan Matthew The COVID-19 pandemic presented opportunities for enhancing education through blended learning, combining online and face-to-face activities. This presentation shares a case study of blended learning ... [more]The COVID-19 pandemic presented opportunities for enhancing education through blended learning, combining online and face-to-face activities. This presentation shares a case study of blended learning in veterinary professional practice. It highlights the use of multimedia resources, hybrid teaching, and disciplinary expertise to improve student engagement and learning outcomes. Challenges, workload considerations, and the transferability of this approach to other disciplines will also be discussed. Overall, blended learning experiences that leverage teaching collaborations and disciplinary expertise enhance veterinary education with institutional support and resources being key for sustainability.[less] | A case study in iterative assessment design [2C3] Janelle Gifford, Sarah Humphreys Join us on narrative journey as we share a transformative four-year experience of applying a Universal Design for Learning (UDL) mindset to assessment design as part of the science/physiology degree a... [more]Join us on narrative journey as we share a transformative four-year experience of applying a Universal Design for Learning (UDL) mindset to assessment design as part of the science/physiology degree at the University of Sydney. We will engage you in a dynamic storytelling experience that describes the break away from the traditional high-stakes end-of-year exams to reimagine assessments that can be authentic, engaging and relevant. By weaving together real-life anecdotes, practical examples, and student testimonies, we will showcase the iterative transformation of the assessments and how these changes fostered motivation, equipped students with practical skills, and prepared them for success in the workplace. This immersive approach aims to leave you inspired to reimagine assessment practices in your own context.[less] |
| 12:00 pm | Q&A [2A] | Q&A [2B] | Q&A [2C] |
| 12:15 pm | Lunch
During lunch, Adam Bridgeman will host an informal 20 minute information session on the new University-wide educational grants scheme... [more]During lunch, Adam Bridgeman will host an informal 20 minute information session on the new University-wide educational grants scheme[less] |
| 1:00 pm | Workshop pitch session Workshop facilitators Location: In-person onlyHear pitches from our diverse workshop facilitators and get excited about which ones you'll attend.... [more]Hear pitches from our diverse workshop facilitators and get excited about which ones you'll attend.[less] |
| 1:15 pm | “Async is hard”: Exploring interaction in asynchronous learning and how we can support it [3A1] James Kite, Silvia Choi, Philayrath Phongsavan Location: In-person onlyOnline learning has become an expectation of students, especially post-pandemic and in postgraduate environments where students are often juggling work, family, and study demands. Many students like t... [more]Online learning has become an expectation of students, especially post-pandemic and in postgraduate environments where students are often juggling work, family, and study demands. Many students like the flexibility that asynchronous study can offer, but also want to interact with their peers and teachers and to feel part of a learning community. We often use discussion boards to try deliver on these expectations, but evidence and our experience shows that discussion boards are a poor imitation of ‘live’ interaction. Some students simply opt to not engage at all, feeling their time is better spent elsewhere. This means that students who try to generate interaction with their peers are often left frustrated and disappointed with the level of interaction. Others report feeling like every post needs to be carefully researched, increasing the workload demands and leading to burnout. This workshop will explore what we can do to deliver a satisfying and effective learning experience in asynchronous environments. Through discussion and brainstorming activities, we will explore: Is ‘interaction’ possible in asynchronous environments? If so, what does it look like? When should discussion boards be used and what are the alternatives?[less] | Steps to designing for diversity in your context [3B1] Joanne Hinitt, Jessica Pace, Andrew Bartlett, Janelle Gifford, Kria Coleman, Sarah Humphreys Location: In-person onlyUsing the combined experience of four unit coordinators who have been iteratively working on improving their student learning experience by adopting UDL principles to re-design elements of their units... [more]Using the combined experience of four unit coordinators who have been iteratively working on improving their student learning experience by adopting UDL principles to re-design elements of their units, we will step the participants through the 5 Designing for Diversity steps: Who are your learners? What are the learning goals? What are the barriers to learning (and how can these be framed in terms of the learning environment rather than the student) What solutions could be implemented remove barriers? How will you evaluate and iterate? For each step the coordinators will quickly go over how they approached the challenge, showing the similarities and differences in the way each re-designed aspects of their teaching and Canvas sites. Participants can then ask questions while reflecting and discussing these steps in addressing their own learning and teaching challenges.[less] | Working with trauma and challenging content in the tertiary classroom [3C1] Sharon Chung, Meera Atkinson, Chioma Idam Chukwuma, Ghena Krayem, Alix Thoeming, Eleanor Cowan Location: In-person onlyThis workshop focuses on the need for a trauma-aware teaching orientation, drawing on clinical trauma studies and acknowledging the societal prevalence of trauma, particularly gendered and racial trau... [more]This workshop focuses on the need for a trauma-aware teaching orientation, drawing on clinical trauma studies and acknowledging the societal prevalence of trauma, particularly gendered and racial trauma and the challenges of recognizing the prevalence of students’ direct or indirect traumatic experiences. The session, facilitated by teachers and members of the Sydney Safer Communities team, will discuss considerations of and approaches to teaching potentially distressing content and supporting traumatised students. In particular, the panel will consider the importance of academic freedom and strategies that enhance classroom safety, from the most readily achievable, such as content disclaimers, to the most comprehensive and ambitious. As citizens of their lifelong learning journey and a broader sociopolitical community, participants are encouraged to apply trauma-aware tenets to their teaching practice and advance toward a culturally-responsive framework that can be incorporated into the curriculum.[less] |
| 2:00 pm | Unleashing Information and Digital Literacy Skills through generative AI [3A2] Isabella Micallef, Jesse Xu, Jessica Hughes Location: In-person onlyThis workshop aims to showcase the potential of generative artificial intelligence (AI) and Large Language Models (LLMs) as a tool for students to develop and demonstrate information and digital liter... [more]This workshop aims to showcase the potential of generative artificial intelligence (AI) and Large Language Models (LLMs) as a tool for students to develop and demonstrate information and digital literacy skills. Information and digital literacy (IDL) skills are crucial for students to navigate the evolving landscape of generative AI, enabling them to responsibly use the vast amount of information available. The growing adoption of generative AI and LLM in learning has demonstrated that students’ ability to find, interpret, evaluate, manage, integrate, create, and convey information is essential for navigating and harnessing generative AI in an effective and responsible manner. The session will provide participants with the opportunity to explore what information and digital literacy skills look like in the context of generative artificial intelligence. Participants will be able to bring their disciplinary knowledge to unpack how learning activities and assessment tasks can be designed to develop students’ information digital literacy skills when using generative artificial intelligence. Participants will leave this session with a fresh understanding of how they can incorporate generative artificial intelligence into learning experiences which will empower students to develop and apply their IDL skills.[less] | Developing Communities of Practice: Keeping Students Connected Beyond Graduation [3B2] Bronwyn Reid O'Connor, Ben Zunica Location: In-person onlyIn this session, we will present our work in developing a community of practice for University of Sydney secondary mathematics education students. As coordinators of 12 secondary mathematics curriculu... [more]In this session, we will present our work in developing a community of practice for University of Sydney secondary mathematics education students. As coordinators of 12 secondary mathematics curriculum units of study, we develop a strong sense of community amongst secondary mathematics students through a relational and community-building approach to learning. This year, we have launched a professional learning community for these students (PrISM: Professional Innovations in Secondary Mathematics) to ensure present and past students can continue building and connecting with the community of secondary mathematics educators we establish at the university. We will present the value of these communities, reflecting on increases in students’ autonomy, self-efficacy, and resilience as they prepare to graduate and engage in their first years as professionals. Throughout this workshop, we will model and discuss the practices we employ in class that help establish these communities, which has now blossomed into the establishment of PriSM. For participants, this workshop will be interactive and focused on application of these strategies in various contexts across the university. We will engage participants in engaging, hands-on, and reflective workshop activities where they will collaboratively interrogating potential avenues to develop learning communities in their own contexts, driven by a key focal question “What does a vibrant community of practice for past and present students look like in my teaching context?”.[less] | Practical approaches to assessment in an AI copilot world [3C2] Adam Bridgeman, Danny Liu Location: In-person onlyThis hands-on session puts you at the center of the AI-assisted education landscape. Engage in discussions and critically redesign your own assessments, emphasising process over product. Participants ... [more]This hands-on session puts you at the center of the AI-assisted education landscape. Engage in discussions and critically redesign your own assessments, emphasising process over product. Participants will collaborate to imagine new assessment forms that balance AI technology use with academic integrity and assurance of learning outcomes. We will work together to understand how to assess the co-creation process between students and AI co-pilots. We'll also discuss enhancing students' evaluative skills to judge their own work and AI suggestions. The session leans on participants sharing their adaptations to AI in education.[less] |
| 2:45 pm | Afternoon tea |
| 3:15 pm | Practical approaches to assessment in an AI copilot world [3A3] Adam Bridgeman, Danny Liu Location: In-person onlyThis hands-on session puts you at the center of the AI-assisted education landscape. Engage in discussions and critically redesign your own assessments, emphasising process over product. Participants ... [more]This hands-on session puts you at the center of the AI-assisted education landscape. Engage in discussions and critically redesign your own assessments, emphasising process over product. Participants will collaborate to imagine new assessment forms that balance AI technology use with academic integrity and assurance of learning outcomes. We will work together to understand how to assess the co-creation process between students and AI co-pilots. We'll also discuss enhancing students' evaluative skills to judge their own work and AI suggestions. The session leans on participants sharing their adaptations to AI in education.[less] | SaP ASAP: What do we mean when we say “student partners”? Now, what do we actually mean? [3B3] Maria Ishkova and students Location: In-person onlyIn recent years, the academic discourse on Higher Education has shifted towards co-creating teaching and learning experiences with students. The metaphor 'students-as-partners' (SaP) has gai... [more]In recent years, the academic discourse on Higher Education has shifted towards co-creating teaching and learning experiences with students. The metaphor 'students-as-partners' (SaP) has gained popularity, causing debates on its meaning and the use of monetary rewards for participating students. To address this, this session will use an active-audience organisational theatre approach. We will aim to clarify the SaP metaphor by exploring other student roles like "students as customers" and "students as clients." Students will take on the role of educators while academics act as students, fostering student voice and reflection on teaching practices. This session will provide valuable insights for academics and enhance students' experience, self-efficacy, and resilience. It will also contribute to the promotion of USYD Study Abroad programs.[less] | Steps to designing for diversity in your context [3C3] Joanne Hinitt, Jessica Pace, Andrew Bartlett, Janelle Gifford, Kria Coleman, Sarah Humphreys Location: In-person onlyUsing the combined experience of four unit coordinators who have been iteratively working on improving their student learning experience by adopting UDL principles to re-design elements of their units... [more]Using the combined experience of four unit coordinators who have been iteratively working on improving their student learning experience by adopting UDL principles to re-design elements of their units, we will step the participants through the 5 Designing for Diversity steps: Who are your learners? What are the learning goals? What are the barriers to learning (and how can these be framed in terms of the learning environment rather than the student) What solutions could be implemented remove barriers? How will you evaluate and iterate? For each step the coordinators will quickly go over how they approached the challenge, showing the similarities and differences in the way each re-designed aspects of their teaching and Canvas sites. Participants can then ask questions while reflecting and discussing these steps in addressing their own learning and teaching challenges.[less] |
| 4:00 pm | Drinks and canapes |
