RMIT’s 2014 Learning and Teaching Expo

Posted by: Meaghan Botterill,  Senior Coordinator, Educational Technology Integration, e-Learning Strategy and Innovation Group, RMIT University.

Click on the image to register for the event.

Click on the image to register for the event.

RMIT’s annual Learning and Teaching Expo is on 2-3 September, 2014. This is a great opportunity to catch up on what is happening both nationally and locally in learning and teaching. Last year the Expo was a great success, so come and join colleagues from across the university to discuss and explore innovative practices that enhance student learning outcomes.

This year’s theme, Designing Teaching, Creating Learning, explores how good teaching design and pedagogical practices create and enhance student learning opportunities and outcomes. There will be an extensive range of speakers, presentations and workshops from across RMIT and the program features the following guests:

  • Professor James Arvanitakis from the University of Western Sydney who was the 2012 Prime Minister’s Teacher of the Year award winner. James’ passion and enthusiasm for teaching is apparent to any of you who have ever seen him present before. He is continually looking for ways to make connections with his students and to make learning relevant, accessible and exciting.
  • Professor Ruth Wallace is the Director of the Northern Institute, at Charles Darwin University. Her particular interests are related to undertaking engaged research that improves outcomes for stakeholders in regional and remote Australia. Ruth has extensive experience in innovative delivery of compulsory, post-school and VE programs in regional and remote areas across Northern Australia.
  • Associate Professor Nicolette Lee is from Victoria University and she is a 2013 OLT National Senior Teaching Fellow. Her project, Capstone curriculum across disciplines, synthesises theory, practice and policy to provide practical tools for curriculum design. It builds on previous and current work in the sector to identify capstone innovations and models-in-use, how standards might be demonstrated through a range of approaches, and providing publicly available and comprehensive practical tools for staff.
  • Associate Professor John Munro is from the University of Melbourne. John’s research, teaching and publications are in the fields of literacy and mathematics learning, and learning difficulties, learning internationally, gifted learning, professional learning and school improvement. His focus on neurology and the brain form the basis of designing explicit teaching strategies to create learning in diverse student cohorts.
This is a great opportunity to learn more about learning and teaching and what we as educators can do to design teaching to create learning and thus enhance student learning outcomes. Registration is essential. The full program and registration form are available here.

Learning and Teaching Expo 

Date: Tuesday 2 and Wednesday 3 September
Time: 9am to 4.30pm
Venue: Storey Hall, Building 16, City campus
Cost: Free

Registration: Essential
Registrations close Wednesday, 27 August 2014.
Register here now.

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Let them know!

Posted by: John Benwell, Principal Advisor, Learning and Teaching, College of Design and Social Context, RMIT University.

Now the second semester is up and running, classroom timetables sorted, and new-comers settled, students are already wondering how they are doing.

By week 4 in the semester, hopefully you have given the students an early and simple assessment to make sure their break is behind them (for those starting midyear it could be their first assessment in their program) and they are on the road to successfully completing your course. With both large classes and small, after the assessment, it is time to give them feedback and publish their results.

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Nothing grabs a student’s attention like “Marks released for Assignment One!”

Just as we expect to be able to check our bank account or phone or utility bills, students are keen to get their results of submissions quickly and online is the first place they will go looking. Do you use online submissions for your assignments? Do you publish your results online? Both are of great benefit to students and can save you a lot of time.

Getting students to submit online is a great way to keep up with a student’s performance – making sure they have submitted on time and are participating. A quick look at the submissions will show students who have failed to submit, and may be already falling behind.

Once marked, grades will automatically be presented to the students or can be released on your schedule.

If it isn’t possible to submit the assessment online (a project, an artwork for instance) you can still create a column and publish marks or grades online for the students’ benefit. In these cases you might consider having students photograph their work and submit a reflective piece. This can be a good way of keeping things fair if you are dealing with work that is installed in a gallery space for instance, or for when a students might be presenting throughout the week.

Blackboard has a valuable facility built in called Grade Centre. It resembles a spreadsheet, and is automatically populated with the students’ names and student numbers. As a bonus, their last login is listed in the third column; a quick way to see if they are participating online. Columns will be added to Grade Centre when you create Blackboard assignments (quizzes, Turnitin assignments) or you can easily add columns for assignments that cannot be uploaded. Furthermore, Grade Centre has the ability to add calculated columns where you can add mathematical formulae to calculate marks with weightings.

Grade Centre has the facility to download its data in Microsoft Excel format to your desktop/laptop where you can take it away and fill out the results. When you are finished marking, and back on the internet, you can upload the spreadsheet, and your results will be published to you class. Once in Grade Centre, the marks are stored and backed up by IT. Columns can also be hidden from students, or published on a particular date.

Grade Centre also supports groups and multiple markers, so part-time and sessional tutors can group their students and mark their assignments from anywhere on the internet at any time.

So if you’re excited about these possibilities to keep an eye on your students and keep them informed whilst saving yourself time, here are some links to the technologies above in our university’s context:

DevelopMe sessions are also available on: Grade Centre and Blackboard Assessment.

And in the DSC, don’t forget your Learning and Teaching advisors and Educational Developers who can also help you.

Give your students what they want and let them know their results as soon as you can!

Share your thoughts in the comments section!
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The unbundling of higher education: Breaking down the whole.

(cc) Flickr user: Mike Linksvayer

(cc) Flickr user: Mike Linksvayer

Posted by: Erika Beljaars-Harris, Educational Developer, College of Design and Social Context, RMIT University.

There’s another movement unfolding in the background of fee deregulation that we need to be aware of: the unbundling of higher education. As Professor Jim Barber (former Vice Chancellor, University of New England) explains, “The concept of ‘unbundled’ education refers to the emergent practice of allowing students to pay for those services, and only those services, that they actually require.” Similar thoughts are being raised in the UK, as this Times Higher Education article points to a report that recommends government funding follow the student and not the institution.

Think of it as the difference between a set menu (preselected courses served at a fixed time and price) compared to free choice from the menu and dishes from any other restaurant. In the higher education arena, this might mean choosing a course from a university, but not paying for the facilities and services offered. The facilities students may choose to not use include the cafeteria and other academic and support services. What’s being called a ‘pick-and-mix’ approach means that students pay for certain facilities on a fee-for-service basis. Which leads to student choosing which parts they want to use and therefore pay for. Choice has always been seen as something students value in a program of study (look at electives, streams, majors, study-abroad and cross-institutional studies for instance) but this movement might see multi-institution degrees become a path that more students select.

According to Harvard Business School Professor Clayton Christensen, the unbundling of higher education is a form of ‘disruptive innovation‘. Christensen explains it as “a process by which a product or service takes root initially in simple applications at the bottom of the market and then relentlessly moves upmarket, eventually displacing established competitors.”  An example of this already exists in the form of consumers (students) having the ability to receive credentials via RPL (Recognition of Prior Learning) through previous work experience or a MOOC. For universities, the unbundling of higher education is a form of disruptive innovation. It is enabling the consumer (student) with the ability to choose subjects and courses from a university that can be delivered on campus, online or both, without the added fees for services and facilities that they may not need nor use. As a consumer (student), this unbundling provides the ability to secure services the individual does want, and not pay for what they don’t want. This hopefully translates to cheaper, but just as, or more effective degrees and experiences selected from a wider pool of providers.

The movement towards unbundling has started. Georgia Institute of Technology is admitting students into a low-fee postgraduate degree. Students are taking courses from the University Without Walls, a university fully supported by the University of Massachusetts, that enables students to design their program of study.

The goals of unbundling of higher education are to increase the quality of lectures, enable more individualised instruction, offer an increase in choice to students and most importantly, provide it all at a lower cost. What it might mean for academics and universities is to take stock of what they deliver well online, in blended environments and on-campus: student expectations aren’t going to do anything except rise.

To be honest, I Iike this movement, I like the goals that this movement professes to be aligning towards. I will be watching those universities to see who gets it right (and wrong) in this evolution of higher education.

Share your thoughts on unbundling in the comments…

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If you’re just joining us…

Posted by: Jon Hurford, Senior Advisor, Learning and Teaching, College of Design and Social Context, RMIT University.

Everyday Monument by Ria Green & Alica Bryson-Haynes Photographed by Nicholas Walton-Healey

Everyday Monument
by Ria Green & Alicia Bryson-Haynes
Photographed by Nicholas Walton-Healey

Joining anything halfway through can be an unsettling experience. Shuffling in late to a movie, a concert or a dinner, probably triggers discomfort in all but the most blithe among us.

But many RMIT programs now have a dedicated midyear intake and many teachers and academics will have taken up appointments in recent days and weeks.

For students, there are midyear orientation events and if you’re wanting to see the kinds of online resources students have access to, here are three handy links:

Whether you’re a staff member or a student joining RMIT this July, you’ll be entering an environment which probably feels already set-up, already up-and-running even with induction and orientation processes.

I’ve been meeting new staff in the School of Art and the College of Design and Social Context and helping them navigate the RMIT landscape as best I can, so I thought I’d use this post to share some tips in the online space. Maybe they’ll spur some more suggestions from readers and commenters?

1. Read RMIT Update. The weekly RMIT Update is an essential mix of what your colleagues want you to know about. Deadlines for grants, upcoming conferences, good news stories and opportunities for staff to contribute to events are what you’ll get here. RMIT Update’s the kind of place where you’d read about RMIT’s involvement in White Night (see Everyday Monument above).

2. Master Gmail. Your RMIT Gmail account means that you’re pretty much committed to Google Apps and its associated bits and pieces. A steep learning curve if you haven’t had a Gmail account before, but worth it for the benefits over traditional email. You’ll receive RMIT Update through your Gmail account.

3. Check out Yammer. If you’re an RMIT staff member then you can see what you think of Yammer, the quickest way to describe it would be a kind of university Facebook. Yammer’s the sort of place you’d go to ask how to unsend something in Gmail.

4. Wrangle your passwords. ESS, eNumbers, CAS, Trobexis, Learning Hub, Gmail, Yammer- welcome a new family of usernames and passwords into your life! And if you work across a number

Click on the image to go to the TIME article on passwords.

Click on the image to go to the TIME article on passwords.

of institutions, as a sessional academic for instance, all of these will be evil twins to the ones you use at your other workplace! What’s the solution to this one? Well the method described in this recent Time article (A phrase like ‘Hi! I’m Doug, and I’m a 35-year-old. Do you want to dance?’ becomes: H!ID,aIa35-y-o.Dywtd?) might be for you…

Otherwise there’s the Self Service Password Reset that can help, or the good people of ITS at the end of extension 58888. There are a number of other numbers that you should know or have in your phone too: 53333 for Security on the Brunswick, Bundoora and City campuses and 53316 for urgent Audio Visual assistance.

Everyday Monument by Ria Green & Alica Bryson-Haynes Photographed by Nicholas Walton-Healey

Everyday Monument
by Ria Green & Alicia Bryson-Haynes
Photographed by Nicholas Walton-Healey

5. And as all online lists about technology should finish with a message to disconnect and get some fresh air, my fifth tip is: Take a walk. Go see some student work, some students at work, or some students playing basketball.

Welcome to RMIT!

Share your thoughts on joining midyear and any tips for new staff and students in the comments!

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Beyond Blackboard Course Shells: “What on earth are they using?”

Posted by: Howard Errey, Educational Developer
John Benwell, Principal Advisor, Learning and Teaching, College of Design and Social Context, RMIT University.

From a learning and teaching perspective it’s hard to think of a more important system in a modern university than its Learning Management System (LMS).

Alongside (and sometimes instead of) the physical experience of a campus, its buildings and facilities, a student now navigates an online set of hierarchies through the LMS.

There’s a great new tool available for RMIT staff that allows you to see what a student is seeing at the current point in time.

At RMIT, our implementation of Blackboard (‘myRMIT’) currently shows students that course surveys are about to close, deadlines for exchanges are coming, the availability of financial support, upcoming study skills workshops and various other announcements from whole-of-University groups.

And all of that is before they see any announcements, course materials or assessment links in their Program or Course.

There’s a renewed scrutiny on just how well and how widely myRMIT is being used by academics. Statistics showed that many courses have very low usage but there are notable exceptions and as that Swiss Army Knife expression goes, ‘pockets of good practice’. We knew anecdotally and from Program Managers that a number of other technologies were being used within and alongside the Blackboard environment.

This led our project team to ask “Well, what on earth are they using?” and a Learning and Teaching Investment Fund (LTIF) proposal to answer this question was developed. This Q&A explains some of the background to the project:

What do you think might be discovered by the project?

I think we will find a diversity of online tools that are not evidenced by the statistics. I think we will find new ways academics are using educational technologies for learning and teaching. We will discover why Blackboard’s capabilities fall short of the requirements of the creative and design disciplines and why designers/architects/artists take to alternate platforms.

I hope we will also find that staff are using many technologies in their teaching, but are simply not providing the links in Blackboard. Using the approved channel for assessment and course material has a number of advantages. It provides an enterprise-grade archive and ensures there’s a course ‘memory’ to name just a couple of benefits.

But it’s a bit like asking why people drive around in different types of cars. We look for a car that fits our requirements. At the moment I suspect some feel ‘illicit’ if they’re using tools like Pinterest, Facebook, Instagram, Tumblr or Google Sites to organise or run aspects of their course.

Think of it from the university’s point of view. We spend a lot of money on the LMS, and we want to see staff using it. A large organisation has to keep everyone happy and at the same time be adaptable. Yet we have different people and school personalities in a myriad of disciplines. So the reality is not all black and white in terms of teaching technologies. One size seems to not fit all.

One of the issues is that statistics are not analytics. What is being done with the data?

With the LMS we have never had a measure of how much it was being used. A considerable amount of our budget is being spent on the LMS and of course the university would like reporting back on its usage. However the only statistics we have are hits per course per student. This tells us very little. Yet there is a lot more going on that we know about. Staff and students are always working online – so what are they doing? This is what we set out to find out in the project.

Judgements are being made on the above statistics. There is no doubt that RMIT has patchy LMS usage, but we also know that so much more is going on.

Why is the LMS used so little is some places?

Blackboard is complex and can be difficult to use. I liken it to an old 16mm film projector. The films are what people want to see, but the projector requires a licensed operator. In the same manner, the LMS is not important; it’s the content that is. With a lack of operational understanding of the LMS, it often gets treated as just a document store. Unless lecturers are aware of what online activities can be achieved and the value to their teaching and the students’ learning, efforts beyond the use of myRMIT as a filing cabinet are hard to get excited about.

What influence would you like the project to have?

It would be a great outcome if the project discovered school/discipline specific learning technologies and how they added value to learning and teaching. We need a range of technologies that match the diversity of the university’s disciplines. We know we can’t have everything, yet we need to find some middle ground.

The imminent arrival of Google Classroom could change everything...

The imminent arrival of Google Classroom could change everything…

We also need statistics for all of the learning technologies we use, to enable meaningful learner analytics and of course to provide evidence we are using them and that they are worth paying for.

Do you see some middle ground with the suite of Google Apps?

There are quick wins for all with Google sites. The fact that RMIT students have Google accounts is an exciting and under-utilised aspect in all of this. The imminent arrival of Google Classroom could change everything.  Designers don’t want to follow what has happened before. They are not followers. They want to research, change, innovate and create anew. To some, Blackboard has a last century feel. I am surprised that there is not more competition in the LMS marketplace.

I know we will discover an enormous diversity in learning technologies in use during this project and much more than just Blackboard shells in this project.

We’ll be back later in the year with an update on the project and we have a Part 2 of this post that goes into more depth about the concept of learner analytics, but for now we’d love to hear from staff directly (email us) or through the comments section.

If you want to keep up to date with our project, follow us at www.whatonearth14.wordpress.com

Share your thoughts on Learning Management Systems comments section!

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Reflecting on reflection: Part 2

Posted by: Mary Ryan, Associate Professor and Higher Degree Research Coordinator in the Faculty of Education at the Queensland University of Technology, Brisbane. 

A/Prof Mary Ryan at the Inclusive Conversation Series March 2014 © RMIT University, 2014, Photographer: Margund Sallowsky.

A/Prof Mary Ryan at the Inclusive Conversation Series March 2014 © RMIT University, 2014, Photographer: Margund Sallowsky.

The project team thanks the Office of the Dean of Learning and Teaching and Associate Professor Andrea Chester, Deputy Pro Vice-Chancellor, Learning & Teaching, DSC for supporting the Inclusive Conversation Series.

(This post has been broken into two parts- click here to go to the previous post.)

4Rs of Reflection

Reporting and responding

Reflective learning is a wicked skill (Knight, 2007). It has slippery definitions, is seen differently by different people, and is often treated as omnipresent rather than teachable. My response to this issue has been to find out a bit more about it. I needed evidence about things like… What constitutes reflective learning? What are the conditions under which it can happen or is taught? What do people do in different disciplines? How can it be expressed? Is it assessable?

Relating

I started by drawing on my own experiences. I realised that in my own teaching I was making assumptions about students’ knowledge of how to write an effective text, their abilities to analyse and weigh up a situation, and their skills in identifying a key issue (for them) upon which to reflect. I soon became conscious of the need for a teaching intervention. I couldn’t leave this to chance – particularly for those students for whom English was not their first language or for those who were first in their family to attend university or who had entered university through pathways other than senior schooling. So I decided some serious research was needed to help me work out how this could be improved for students in higher education. Fortunately, the Australian Learning and Teaching Council (ALTC) agreed that this was an important issue and they funded a project over two years.

Reasoning

I turned to learning theories such as Kalantzis and Cope’s Science of Learning through knowledge processes, Bloom’s taxonomy and others. A common factor across these theories was the view that learning was an active rather than passive process and that students can move from basic understandings to quite complex thinking skills of critical analysis and reasoning.  I scoured the literature on reflective learning and practice and found that it is generally accepted that there are levels of reflective thinking or learning, moving from basic identification of an issue, to dialogic thinking back and forth, to deep, transformative reflection that can change ideas or practice – hence the 4Rs that I’m using to reflect here (nothing like practicing what you preach). Plus I started to annoy plenty of colleagues at QUT – asking them about their own practices in teaching reflective learning. My colleague (Michael Ryan) and I developed the Teaching and Assessing Reflective Learning (TARL) Model: (See Figure 1: Populating the Pedagogic Field). The model considers the pedagogic field of higher

Populating the Pedagogic Field

Figure 1: Populating the Pedagogic Field (click to enlarge).

education as a space that enables increasingly more complex ideas and professional attributes to be attained (vertical axis) as students move through their degree (horizontal axis). It suggests that students can:

  • begin by reflecting on their own views and practices as a novice in the field,
  • incorporate the views and practices of others in the field,
  • reach the final goal of critically reflecting on self in relation to experienced colleagues and clients as a beginning professional.

The practical aspects of the model are the teaching patterns that are mapped to show at which point in a program they have been successful and the level of complex thinking that they can achieve. The benefits of this approach include minimising replication of activities across a program, ensuring that reflective activities are increasingly more sophisticated across a program and introducing a shared language for staff and students.

Reconstructing

I’ve learnt that a smorgasbord of reflective activities is not useful to develop levels of complexity across a program. I’ve learnt that we can’t make assumptions about students’ skills in this area. I’ve realised the importance of a shared language across programs and consistency in language within a course. Most importantly, I’ve learnt that higher education teachers really make a difference. If they prioritise and explicitly teach reflective learning, students can progress to those deep levels of self-reflection. New applications of this work have been in areas of peer review – teaching students how to write a reflective and useful review and how to respond reflectively to peer feedback; as well as teaching students how to evaluate university teaching and courses in a more reflective way as co-contributors to the learning experience. From here, I think I need to work more with academic staff in helping them to implement some of the great resources and strategies from the project.

References:

Knight, P 2007, Fostering and assessing ‘wicked’ competences, Milton Keynes, Open University.

Murphy, KR, 2011, ‘Student reflective practice – building deeper connections to concepts’, ASCD Express, Vol. 6, No. 25

Ryan, ME & Ryan, MC 2013, ‘Theorising a model for teaching and assessing reflective learning in higher education’, Higher Education Research & Development, vol 32, no. 5, pp. 244-257.

Ryan, ME, 2014, Teaching and Assessing Reflective Learning in Higher Education, Inclusive Conversation Series, RMIT, March 2014 presentation.

Share your thoughts on reflection in the comments section!

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Reflecting on reflection: Part 1

Posted by: Mary Ryan, Associate Professor and Higher Degree Research Coordinator in the Faculty of Education at the Queensland University of Technology, Brisbane. 

The project team thanks the Office of the Dean of Learning and Teaching and Associate Professor Andrea Chester, Deputy Pro Vice-Chancellor, Learning & Teaching, DSC for supporting the Inclusive Conversation Series.

(This post has been broken into two parts- click here to go to the next post where I apply the 4Rs to my own experiences.)

Reflective practice is often described as being as much a state of mind or attitude as it is a set of activities. It requires educators to assess themselves and their practice and as a result of this process become, “conscious agents in their own pedagogy” (Griffiths: 2010).

Screen shot 2014-04-15 at 11.45.45 AM

A/Prof Mary Ryan at the Inclusive Conversation Series March 2014 © RMIT University, 2014, Photographer: Margund Sallowsky.

My work as a teacher of undergraduate and postgraduate Education students for many years has shown me how much students can benefit from explicit teaching of critical reflection to improve their learning. This has motivated my work on developing students’ reflective learning capacities over several years — first as a teacher working directly with students and in the past few years supporting other teachers, program coordinators and support staff to develop a systematic curriculum model with practical strategies and resources that builds students’ capacities in reflective learning.

At the end of this page I’ve provided some resources that could help you in your teaching and in Part 2 I’ll share my reflections (on reflection) using this 4R model.

When educators reflect on their teaching, their practice improves. Students can also benefit when they reflect on their learning experience or practice. Murphy (2011) states the act of reflecting on an experience or critical incident, leads to students making deeper connections to the concepts they are learning beyond the rote memorisation or simple completion, resulting in students experiencing an ‘a-ha’ moment.

Reflective learning is a way for students to:

  • develop problem-solving and critical thinking skills

  • consider different possibilities and actions

  • link old ideas with new ones

  • stimulate creative solutions

  • encourage life-long learning

  • draw on evidence to plan future actions

  • improve practice

  • create cohesiveness across a course/program. (Ryan, 2014)

How can I integrate reflection into teaching and assessment?

Designing a practice of reflection means both clarifying the purposes it needs to serve and identifying opportunities for reflection in students’ work that are realistic and yet occur at the right intervals with sufficient depth to be meaningful (Murphy 2011).

At RMIT, there are a number of teaching staff who have introduced reflective practice into their curriculum in courses such as Fashion and Textiles, International Development (GUSS), and Media and Communication to name just a few. And there would be countless staff who use the word ‘reflection’ in a task or in assessment criteria. What makes our project special is the real examples of reflection shown within their discipline. These patterns have been linked (where appropriate) to professional standards for the accrediting bodies and plotted on a graph to

Populating the Pedagogic Field

Populating the Pedagogic Field

show how they increase in complexity, or how they move from simulated to real experiences. (See the figure: ‘Populating the Pedagogic Field’ to the right and click to expand.)

Some examples have been selected here from the Developing Reflective Approaches to Writing (DRAW) Wiki to illustrate how you could introduce reflective practice into the course. The patterns include teaching resources including annotated examples of reflective writing, and student blogs:

Analysing Reflective Texts (ART),

Mapping Critical Incidents – Foundation (MCIF)

Reflections Around Artefacts (RAA)

Reflection as a Professional Activity during Service Learning (RPA)

Resources:

The Developing Reflective Approaches to Writing (DRAW) Wiki: holds the teaching patterns and common resources for over 20 patterns that are being used in different disciplines. The DRAW website (http://www.drawproject.net)provides a short summary of the project and references.

References:

Knight, P 2007, Fostering and assessing ‘wicked’ competences, Milton Keynes, Open University.

Murphy, KR, 2011, ‘Student reflective practice – building deeper connections to concepts’, ASCD Express, Vol. 6, No. 25

Ryan, ME & Ryan, MC 2013, ‘Theorising a model for teaching and assessing reflective learning in higher education’, Higher Education Research & Development, vol 32, no. 5, pp. 244-257.

Ryan, ME, 2014, Teaching and Assessing Reflective Learning in Higher Education, Inclusive Conversation Series, RMIT, March 2014 presentation.

Share your thoughts on inclusive teaching and assessment in the comments section! Click here to read Part 2 of this post!

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