Building inclusive learning and support at the FFYE Forum
At the FFYE Forum, inclusion is discussed as an ongoing, relational and agentic practice that requires reflection and structural support.
At the FFYE Forum, inclusion is discussed as an ongoing, relational and agentic practice that requires reflection and structural support.
Embedding IGAs meaningfully can be challenging, but the end result deepens both teaching quality and graduate capability.
Ann Wilson shares a framework and 5 personas that help us look at our AI buddies a little differently...
What does a centuries-old Japanese stitching technique have to do with university learning design?
A new self-paced module to help you manage disruptive behaviour and foster safer learning spaces for all students.
Planetary health invites us to expand our circle of care, and extend our empathy to the more-than-human world.
Applying the playfulness and rewards of a 'Winter bingo' gym incentive to learning design? No sweat!
Insights and ideas for how we might prepare students in different disciplines for AI in the workplace.
Embracing lived experience and technical challenges led to breakthrough insights in inclusive learning design for Giulia Clemente.
How can we look beyond labels to see who our students really are, and what they need to help them learn?
Discover how self-paced learning is a sustainable and scalable way of enabling professional development.
Construction and property students take a deeper look at the potential of AI customisation.
Sunflower lanyards offer a visual cue for people with hidden disabilities who may require your support.