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Planning your interview Here are some key decisions to make when you’re planning your interview. Subject(s): will you interview one person, several people together, or several people individually? Recording location: this could be at your desk, on Zoom or Teams, in a room on campus, or in a media...
The challenge Wajiha is concerned with the wastage generated by traditional fashion design practices, particularly in sampling and sizing. This challenge prompted her to explore innovative ways to minimise waste while maintaining the authenticity and creativity inherent in fashion design. Objective Wajiha’s goal is to leverage vGenAI technology to...
Canvas Commons contains many UTS resources that you can import directly into your subject. The resources may include standard instructions for your students on how to use Generative AI, how to complete an assessment, or what the UTS academic integrity guidelines are. Canvas Commons can be accessed by UTS...
The challenge Visual Generative AI (vGenAI) is revolutionising the way ideas are conceived and visualised within the architectural industry. However, unconstrained and ill-informed use of vGenAI by students can lead to suboptimal results in Architectural Design. Objective The goal is to create a framework and workflow for the Master...
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...
