Get ready for Autumn 2025: steps to set up your Canvas site
Summertime is the time to set yourself up for a successful Autumn session – here's our essential guide to getting started.
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How to manage short extensions in Canvas
Answers to queries on managing automated short extensions with our new Assignment Extension tool in Canvas.
Supporting student learning during Ramadan
Students and academics at UTS suggest allowing more flexibility during the Ramadan period for a more inclusive experience.
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Mind your messages: how to write accessible emails
Discover some quick and simple changes to create emails that are more accessible and useful to everyone.
When learning happens in the spaces between us
Look closer: can you see the learning that's happening in the spaces 'in-between' your students?
UTS House highlights: satellites, soundtracks and social media ethics at SXSW Sydney
UTS House hosted a diverse series of discussions with thought leaders during last week's SXSW Sydney festival.
Social justice through Open Educational Resources: 4 strategies to decentre the norm
Challenge your perspective and develop equitable Open Educational Resources with these strategies and practical examples.
How can learning designers unlock doors to Open Educational Practices?
Mais Fatayer explores the barriers preventing learning designers from fully committing to developing open educational resources.
Raindrops on roses and whiskers on kittens – these are a few of my favourite things
How do you keep up with practice in learning and teaching? Here are a few of Ann Wilson's favourite things...
The importance of accessibility, as a non-speaking person
A UTS student shares their experience of living with a speech disability.
Vote for UTS Shopfront in the Universities Australia Shaping Australia Awards
The UTS Shopfront team have been nominated for the Future Builder award.
Behind the likes: increase your teaching impact with social media
Boost your academic impact by using social media to connect, showcase your work and engage students.
Law, language and inclusion: who speaks ‘academic’ anyway?
How we can design learning to develop the language skills graduates need, whilst acknowledging their multilingual strengths too?
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