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A practical way to encourage students to read the Subject Outline and Getting Started Module and reduce email and discussion forum load related to questions that we as educators know students should have the answers to if they had completed pre-session activities. A confirmation that students understand their responsibilities...
Why contribute to the ARTT collection? The ARTT Collection (Adapting Resources for Teaching with Technology) gathers helpful advice from members of the learning and teaching community for others to draw from. Impactful recognition: showcase your teaching practices on a platform that celebrates and recognises your unique contributions. Educational growth:...
Students can broadly describe the SDGs and their purpose Students can identify SDGs which are relevant to their study and personal interests Lead-in/ warmer ideas (5-10 mins) What do you already know about sustainability? Invite students to discuss or write down anything they know relating to sustainability, and how...
Students will identify an array of emotions triggered by environmental degradation. Students will synthesise and propose strategies to manage these emotional elements. Lead-in/ warmer ideas (5-10 mins) Introduce some of the emotions brought about by climate change by sharing this quote: No need to give a PowerPoint about CO2...
Students can articulate connections between sustainability and their subject, discipline or industry Students can identify practical links between sustainability and industry/ workforce needs Lead-in/ warmer ideas (5 mins) Invite students to watch this trailer about planetary boundaries. While watching, ask them to think about ways that their discipline/ future...
Students can recognise and articulate their own attitudes towards sustainability and environmentalism Students can critically engage with a range of diverse viewpoints on sustainability Lead-in/ warmer ideas (5-10 mins) Is there one ‘correct’ way to think about sustainability? What could happen if we are all asked to fit the...
Students can calculate and reflect on their ecological footprint. Students identify strategies to reduce their footprint and communicate one action by designing a social media post. Lead-in/ warmer ideas (15 mins) How many Earths does your lifestyle require? Invite students to calculate their ecological footprint. Share the Global Foodprint...
Some students might require assistive technology in order to access maths and complex images. To ensure it is accessible for students who use assistive technology it’s important to be mindful of how you create maths equations, tables, arrays, matrices, graphs and other complex images. Students who are blind or...
Reading and especially writing mathematical equations by people who use screen readers has been thwart with complications and incomplete solutions. MathML has represented perhaps the most effective means of presenting equations. Tools for writing MathML efficiently remain limited and not readily available to screen reader users. MathType, available on...
Graphs, charts, and diagrams are essential to communicating chunks of data in a clear and concise manner. This allows students to quickly grasp complex information and identify patterns, trends and relationships within the dataset. When a graph, chart or diagram is inaccessible, some students miss out on key learnings...
