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In this podcast Liz Levin (Director of Undergraduate Programs) shares inspiring examples of assessment tasks that students can carry into their future lives. Her insights for rethinking assessments are centred around the questions: ‘What are we assessing? Why are we assessing? and How are we assessing?

In this podcast Liz Levin (Director of Undergraduate Programs) shares inspiring examples of assessment tasks that students can carry into their future lives. Her insights for rethinking assessments are centred around the questions: ‘What are we assessing? Why are we assessing? and How are we assessing?

In 2020, Edwina McGonagle's interior design students have tackled real life scenarios that extend their normal choices of style to produce pre-recorded client briefs, digital reference books and blogs. In this podcast, Edwina discusses her approach to designing authentic assessment, and embracing the Adobe Creative Cloud and support provided by the LTU with learning designer Sarah Jellie.

An Authentic Engineering Assessment in Sarawak gives students the opportunity to enhance their research skills and explore the socio-environmental impacts that engineering decisions have on local communities. In this podcast, Course Coordinator Dr. Elammaran Jayamani (Sarawak) and his student Haripratshanth Palani Velayda Shanmugasundram reflect on their experience of an authentic assessment which sees students propose sustainable energy sources for small regional communities.

Feedback is not always a simple thing to do but, it can be such an effective thing to do. If you can provide engaging, specific and well-structured feedback to students it will help them navigate this difficult period. In this podcast Linda Corrin speaks to Ashley Starford about the feedback strategies he is using as an ELICOS instructor.

Imagine arriving at university, English isn’t your first language and you are sitting in a lecture theatre for the first time, completely overwhelmed. This experience is common for many of our international students, so how do we make our classrooms more inclusive? In this episode, you’ll hear the story of Farnaz Zirakbash, first as an international student, travelling from Iran to Australian and now as a lecturer at Swinburne herself. Farnaz used her experience to bring academic literature to life and she shares practical ways to create more inclusive classrooms. This episode was developed By Katrina Wood, Bridget Northeast, Kathryn Tarr and Farnaz Zirakbash. It is an authentic group assessment task in EDU60005 Developing Inclusive Learning and Teaching Practice, Convened by Varvara Athanasiou-Ioannou.

Peer Review was used to help develop students' critical thinking and communication skills in the 3rd year undergraduate unit Advanced Topics in Neuroscience at Swinburne. In this podcast extract James Kean (Convenor) discusses how he managed this.

In this podcast James Kean (Associate Investigator, Centre for Human Psychopharmacology) discusses how he implements and manages groupwork in his 3rd year undergraduate unit Advanced Topics in neuroscience at Swinburne for increased engagement and a sense of community.

In this podcast Dr. Asanka Gunasekara (Lecturer, Management in the Faculty of Business and Law) discusses the challenges of teaching large, diverse student cohorts and a variety of teaching strategies in the online context so that all students have an opportunity to actively engage.