<aside> <img src="/icons/info-alternate_orange.svg" alt="/icons/info-alternate_orange.svg" width="40px" /> Prepared for The University of Sydney Law School
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<aside> <img src="/icons/graduate_gray.svg" alt="/icons/graduate_gray.svg" width="40px" /> Introduction
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This portfolio is submitted in support of my application for the Educational Design role (0099301) in the School of Law.
Below, I briefly discuss the pedagogy that underpins my educational design. Then, I provide several examples that reflect my approach. These are all projects I have led in the last 12 months. The first, from undergraduate physics, presents my ability to employ semiotic technologies to engage learners (in this case a Google Earth Presentation) and graphic design.
The second, from undergraduate Criminology and Public Policy provides a look at a broader, subject wide design and collaboration with educators. The third example from undergraduate philosophy is a good example of how I like to scaffold learners’ understanding, especially in flipped classrooms.
Third, I describe my approach to a flipped classroom in the Liberal Arts.
Fourth, a suite of offline examples of assessment resources for an MBA subject is provided showing not only my ability to leverage authoring tools like Office 365 as well as the importance of constructing assessment tasks that align with learning outcomes.
Finally, I list a number of individual tasks created in H5P that show how I like to include active learning into online teaching and learning, helping students to consolidate knowledge and check understanding. Additionally, I have included an example of the resources I created for an assessment in an MBA subject delivered face-to-face.
At the bottom of this page additional information (CV, references etc.) are provided for the interview panel’s convenience.
<aside> <img src="/icons/graduate_gray.svg" alt="/icons/graduate_gray.svg" width="40px" /> Pedagogy & Educational Design Philosophy
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I take a fairly pragmatic approach to the application of pedagogy to educational design, especially when an educator is taking a subject online for the first time or where a significant change to a subject has occurred. Essentially, the development of a learning environment, the resources provided to students and the tools employed by educators are discipline-specific but also flexible, catering to the needs of different cohorts of students.
The examples of educational design provided below reflect a strong understanding (and belief) in the usefulness of Social Constructivist (e.g., Dewey, 1925) approaches to teaching and learning, the importance of scaffolding and supporting students in their learning tasks (e.g., Vygotsky, 1978), the application of cognitive load theory (e.g., deJong, 2010) to design, development, and delivery of learning experiences, and the usefulness of multimodal semiotic resources in learning (e.g., Djonov, 2019, Lumsden 2022, 2023).
<aside> <img src="/icons/gradebook_gray.svg" alt="/icons/gradebook_gray.svg" width="40px" /> Educational Design
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The following examples of educational design reflect subjects taught across multiple disciplines in both undergraduate and postgraduate degrees.
<aside> <img src="/icons/train-metro_orange.svg" alt="/icons/train-metro_orange.svg" width="40px" /> Getting Around… Click on the images below to find out more information .
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<aside> <img src="/icons/book_gray.svg" alt="/icons/book_gray.svg" width="40px" /> Additional Information
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<aside> <img src="/icons/train-metro_orange.svg" alt="/icons/train-metro_orange.svg" width="40px" /> Getting Around… To expand a section, click on the arrow ▶️.
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