Lightning & Practitioner Workshops Term 2 2024

The Lightning & Practitioner Workshops are 1-hour sessions held at the Teaching Commons and online. 

  • Lightning workshops feature sessions on key topics in teaching and learning. Each session introduces staff to ideas for effective teaching using evidence-based practices and includes time devoted to hands-on support for individual courses. Some sessions are delivered in collaboration with the Educational Technology Support team who provide expert guidance on how to implement strategies in the educational technology environment. 
  • Practitioner workshops are hands-on sessions facilitated by UNSW academics that present ideas for effective teaching based on the facilitators' own practice. These workshops provide opportunities for hands-on interaction to explore how teaching strategies can be applied in participants' own teaching contexts. 

These workshops feature presenters from faculties across the university and are open to all teaching and education support staff, including casual staff.

Staff are asked to bring with them resources relevant to each session, such as their course outline, a learning activity and the highest weighted assessment they are currently using in the course or an assessment they have identified an issue with.  
 
Please review the sessions below and register for those that suit your schedule by completing the registration form here. You are welcome to register for as many sessions as you would like!

All sessions are hybrid unless otherwise noted and held in person in the UNSW Teaching Commons

Don't forget to check out the Inclusive Teaching Workshop series for further opportunities.

Term 2 2024

  • 1.30pm Tuesday 21 May - Making a Solid Foundation for Learning: Teaching Strategies for Enabling Wellbeing (Hybrid Practitioner Workshop)
    • Presented by Dr Ben Phipps (PVCE) & Dr Chris Maloney (Medicine & Health)
  • 12pm Wednesday 22 May - Design your own Ed Tech (In-person Practitioner Workshop)
    • Presented by Jen Xiang (Medicine & Health) 
  • 12pm Tuesday 28 May - Play in education (Hybrid Lightning Workshop)
    • Presented by Alicia Jacenko (Business)
  • 11am Tuesday 4 June - Harnessing Storytelling to Engage Students (Hybrid Practitioner Workshop)
    • Presented by Dr Poon Leung (Business)
  • 1pm Wednesday 12 June - Beyond the presentation: Designing and implementing oral assessment (Hybrid Practitioner Workshop)
    • Presented by Meredith MacAulay (ADA) & Dr Pranit Anand (Business)
  • 1pm Thursday 13 June - From Pencil to AI: Designing Assessment for Learning (Hybrid Lightning Workshop)
    • Presented by Dr Swapneel Thite (Engineering) & Giordana Orsini Florez (Engineering)
  • 10am Tuesday 18 June - Communication Strategies to Support Diverse Learning Needs (Hybrid Lightning Workshop)
    • Presented by Sean Maloney (Law & Justice)
  • 11am Wednesday 19 June - From Pencil to AI: Designing Assessment for Learning (Repeat) (Hybrid Lightning Workshop)
    • Presented by Dr Swapneel Thite (Engineering) & Giordana Orsini Florez (Engineering)
  • 10am Thursday 4 July - Feedback to feedforward (Hybrid Lightning Workshop)
    • Presented by Alicia Jacenko (Business) & Dr Flemming Rhode (Business)
  • 10am Tuesday 16 July - Improving Assessment with Transparency in Teaching & Learning (TiLT) (Hybrid Lightning Workshop)
    • Presented by Dr Alex Bannigan (PVCE)
  • 10am Wednesday 17 July - Scaffolding Learning for Diverse Student Needs (Hybrid Lightning Workshop)
    • Presented by Sean Maloney (Law & Justice)
  • 1.30pm Thursday 18 July - Motivating Students to Learn (Hybrid Lightning Workshop)
    • Presented by Meredith MacAulay (ADA)
  • 1pm Tuesday 23 July - Designing Rubrics that Work (Hybrid Lightning Workshop)
    • Presented by Sean Maloney (Law & Justice)
  • 1pm Wednesday 24 July - Improving Assessment with Transparency in Teaching & Learning (TiLT) (repeat) (Hybrid Lightning Workshop)
    • Presented by Dr Alex Bannigan (PVCE)

Assessment & Feedback

1pm Tuesday 23 July

Designing Rubrics that Work is a comprehensive workshop aimed at equipping educators with the expertise to develop robust assessment tools that drive student success. Through this immersive session, participants delve into the principles of effective rubric design, learning how to construct clear, criteria-based evaluation frameworks tailored to their specific teaching contexts.

Attendees explore the importance of aligning rubrics with learning outcomes, ensuring that assessment practices are transparent, fair, and conducive to meaningful feedback. The workshop guides educators through the process of crafting rubrics that promote both accountability and student empowerment, fostering a culture of self-assessment and continuous improvement.

Furthermore, participants discover strategies for optimising rubrics to streamline grading processes and enhance instructional efficiency. By the workshop's conclusion, educators emerge equipped with the knowledge and skills to design rubrics that serve as powerful tools for assessment, communication, and instructional differentiation, ultimately fostering a dynamic and inclusive learning environment.

 

Speaker
Sean Maloney headshot

Sean Maloney (Law & Justice) is a forward-thinking Educational Developer within the Faculty of Law and Justice, bringing a wealth of experience and expertise to the realm of higher education. With over 15 years of dedicated service as a primary school teacher and assistant principal, Sean has honed their skills in pedagogy, leadership, and student support.

Sean's commitment to fostering inclusive learning environments is seen through their advocacy for effective communication strategies that cater to diverse learning needs. Recognising the importance of tailored approaches to education, they advocate for strategies and methods aimed at enhancing the student experience and achieving meaningful learning outcomes.

Drawing upon their extensive background in primary education, Sean brings a unique perspective to their role, infusing innovation and best practices into engaging students, supporting their learning and teacher instruction.

10am Tuesday 16 July & 1pm Wednesday 24 July

Transparency in Learning in Teaching (TiLT) prioritises student learning by ensuring that assessments are accessible to all students, regardless of their educational background. TiLT helps students to understand what they need to do, why they are doing it, what they will gain from it, and how to succeed in an assessment task. It has been shown to benefit all students, but particularly disadvantaged and underrepresented students. In this workshop, participants will apply TiLT principles to one assessment task, without redesigning the task itself.

 

Speaker
Alex Bannigan headshot

Dr Alex Bannigan is a biologist by training, with a background in cell biology research, microscopy, teaching and course design. She left academia in 2014 when she came to UNSW to establish the Women in Engineering Program. Since 2017, Alex has been dedicated to supporting UNSW academics to be the best teachers they can be with initiatives including the Course Design Institute and is now Head, Academic and Education Focussed Development in the PVCESE Portfolio.