Submit your presentation for the 2024 UTS Learning and Teaching Forum
Present your ideas and innovations at this year's Learning and Teaching Forum – submissions are due by 1 November.
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3 insights from a survey on students’ perspectives of GenAI
There are many assumptions and claims about students' use of GenAI – a new cross-university survey lifts the lid on their real experiences.
New to GradesPlus? Here’s what you need to know
The CAT is out of the bag – the new GradesPlus process makes it easier to submit grades and quicker to finalise results.
Latest Articles
The digital curtain: why things will feel weird for a while
How to avoid assumptions about student engagement in the virtual classroom.
RIP outdated Kaltura videos
Kaltura videos that haven't been viewed in three years will be marked for deletion – here's what you need to know.
New LX.lab accessibility support plus tips for Spring
Our latest updates on accessibility support for Spring and tips for ensuring your subject and materials can be used by all your students.
Nominations now open for UTS Learning and Teaching Awards and Citations
Don't miss your chance to develop your academic profile – nominations close Friday 21 October.
Casual Academic Program Spring 2022: workshop recordings now available
Catch up on workshops from the recent Casual Academic Program, covering learning technologies and teaching advice.
Your Learning Design stories in 6 minutes, 40 seconds!
What's your Learning Design identity? How green is your curriculum? If learning gets any more 'micro', will it even be there at all?
Learn about sustainability with student facilitators at the LX.lab
Come along to student-led workshops at the LX.lab to discuss practical approaches for addressing the climate crisis.
Looking back at the UTS Tech Festival
Organisers Jason Do and Sarah Rodriguez chat with us about the ideas behind the Tech Fest.
Not-so-secret strategies to enhance our students’ teamwork experiences
Amara Atif shares a postgraduate case study with practices and activities to help students develop teamwork capabilities.
Detailed feedback does not equal good feedback
More is not necessary better when it comes to giving students feedback, suggests Marty van de Weyer.
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