Be inspired

Be inspired

Want to learn more about how Monash colleagues are approaching their teaching and assessment practice? Want to see examples that can spark inspiration? Be inspired showcases examples from the Monash community.

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From Impact to Interaction: Posters with AR

Dr Racheal Louis Vincent designed an authentic learning experience that bridges classroom knowledge with industry practice, where students collaborate with an industry partner.
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Transforming honours for flexibility and fairness

Associate Professor Betty Exintaris and a team from Pharmacy and Pharmaceutical Sciences transformed their honours program through a distinctive “choose your own pathway” approach.
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Making Poo the prize with competitive polling

Dr Narges Mahdavian used polling activities to get students engaged in large whole cohort applied classes about the gastrointestinal tract.
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Simulating Parent-Teacher interviews with GenAI

Associate Professor Joanne Blannin used the ATLAS platform to give pre-service teachers the opportunity to bridge the gap between theory and practice.
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Redesigning a unit with existing teaching materials with NotebookLM

Dr Amber McLeod used NotebookLM to plan and redesign a future semester unit by drawing on existing teaching resources.
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Using NotebookLM as a reading tutor for academic literature

Associate Professor Beatrice Trefalt used NotebookLM to help students from a wide range of disciplines engage with complex required academic readings.
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Student orientation and student support using NotebookLM

Brendan Boniface created an intentionally designed learning repository to help students engage with unit materials and gain confidence early in the semester.
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Note-taking as a knowledge-building practice with NotebookLM

Professor Ari Seligmann demonstrates how NotebookLM can be used as a support for structured reading and note-taking.
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Engaging educators with Escape rooms

Amelia Nathania used “escape room” themed workshops to engage educators to improve their understanding of feedback literacy.
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Connection before Content

David Robertson and Stathi Paxinos used the principle of “connection before content” to create an inclusive and effective classroom.
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Simulating chaos with virtual OSCEs

Digital OSCEs allowed students to respond to chaotic mass casualty incidents without being exposed to risk, while also assessing students' practical skills in a scalable way.
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Bringing abstract concepts to life with GenAI

David Robertson and Stathi Paxinos created an alien avatar to guide the students to think more critically about the Theory of Change.
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Why you should shift reading to an after-class activity

Dr Kylie Bradfield reversed the traditional reading sequence to support students' access to and engagement with complex academic content.
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Classroom engagement and critical thinking

Dr. Tam Duc Dinh reflects on his approach to teaching; promoting critical thinking and creating a safe and intellectually engaging learning environment.
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Student confidence in a learning community

Our core unit student-centered learning community emphasises psychological safety, scaffolded collaboration, and engineered team diversity.
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Creating supportive learning environments

Dr Jess Co shares her insights from implementing changes in a course to support student in their transition to University learning.
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Flexible approaches to unit delivery

Michael Phillips designed a 3-week rotating schedule that allows for a blended and flexible approach to teaching and learning and assessment design.
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Teaching coding through visualisations

A team led by Timothy Petersen developed activities that allow students to apply coding to visualise physics and learn programming skills.
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Activity matching with delivery type

Josh Olsen created a dynamic and interactive learning environment that seamlessly blends in-person and online elements.
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From class to teams

Angela Viora used innovative strategies to create an energy bond with students in the online environment to foster a sense of community and engagement in the online classroom.
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Flipped studio learning

Paul Lasky used a flipped learning model to allow a high degree of active and peer learning within the Physics, Astronomy Collaborative Learning Environment.
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Working with the Lightboard

Marc Xu incorporated Lightboard technology into the Master of Applied Linguistics program to create engaging and visual slides to support unit specific content.
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Metacognition and critical thinking with ChatGPT

Elizabeth Yuriev encouraged students to juxtapose their own viewpoints with AI-generated responses to foster critical thinking, analytical and research skills.
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Setting the scene with GenAI tools

Nicola Rivers empowered students with the skills to critique output from Large Language Models (ChatGPT) effectively through peer feedback activities.
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Unlocking education through immersive escape rooms

Craig Harrison reveals how he transforms traditional workshops into engaging escape rooms to enhance learning in reproductive science.
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All online / All the time

Ian Larson designed a fully online third-year unit to allow students to develop essential self-management and time management skills.
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Pause and rewind: Student teachers use Virtual Reality

Dr Jo Blannin discusses how pre-service teachers use Virtual Reality (VR) technology to have real classroom learning experiences.
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Enhancing career readiness through real-world assessments

Jake Port designs a new assessment strategy by aligning tasks with course goals, incorporating peer feedback.
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Reinvigorating the Viva Voce

Angelina Piccolo and Caroline Wright discuss how they designed an authentic final assessment task for a postgraduate Master’s unit.
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Diverging assessment: Assessment as learning

Developed by a team led by Dr. Amin Sakzad, diverging assessment is an innovative approach to student assessment that reframes assessment as opportunities for authentic learning.
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Portfolio podcasts: Amplifying student voices in the industry

Yit Sean Chong tasked students to reflect on their leadership journey with ePortfolios and produce a podcast to amplify their unique voice to a global audience.
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Meme IT - Engaging students

Pierre Le Bodic used memes to encourage an understanding of IT culture in the context of programming, engaging staff and students across campuses through originality and humour.
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Designing authentic business role play scenarios with ChatGPT

Simran Kaur used role play to engage students by illustrating situational contexts they may potentially face as future international business managers.
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Professional Enhancement Program (PEP)

Victorial Peel and Joel Moore developed the Professional Enhancement program to mobilise students and industry to co-design a module.
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Using UDL Principles

A team led by Erin Leif used the principles of Universal Design for Learning to create inclusive and accessible learning within the Faculty of Education.
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Students as Partners

Maria Gindidis provides unique opportunities for pre-service teachers to interrogate curriculum and deliver teaching sessions, using a structure of teaching based on collaboration and constructivism.
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Using short TikTok videos to explain medical concepts

Alexander Olaussen created short videos on social media (TikTok) to teach core concepts in cardiac and lung related medical emergencies.
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A Fully Online Research Portal

Zahra Aziz and Lilani Arulkadacham designed a research Portal for students to scope, design, conduct, analyse, store and write-up their research project.
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Expanding empathy, and the art of healthcare practice

Janeane Dart explores expanding empathy in the education of dietitians, so they might better meet the needs of their diverse clients.
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Creative sustainability: An online studio unit

Ilya Fridman used digital whiteboards to engage students in practical project-based design tasks in an asynchronous online studio unit.
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Balancing knowledge with uncertainty

Michelle Lazarus support learners' uncertainty tolerance development by balancing knowns with unknowns, a valuable workplace skill.
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Productville – Pharmaceutical Science case studies

Elizabeth Yuriev developed an interactive learning experience to contextualise teaching and learning in pharmaceutical science.
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Keeping large student cohorts engaged online

Tim Hiscox and Callum Vidor redesigned and transformed their teaching practice in BIO1011 when COVID-19 transitioned universities online.
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Just-in-time learning through YouTube

Lynette Pretorius created short YouTube videos to teach students concepts in a simple and engaging way— accessible right when they need it.
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Transforming assessment in nutrition and dietetics

The Nutrition and Dietetics team developed and implemented a world-first model for programmatic assessment to prepare students to be work-ready graduates.
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Humanising my Online Teaching

Gabriel Garcia Ochoa created 'Carpool Karaoke’ style videos to increase students’ engagement with complex global issues.
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Work readiness through clinical practice labs in social work

Marcelo Maghidman introduced simulated clients played by professional actors in a range of diverse settings, rather than practice interview only with peers.
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Teaching core surgical skills using a low cost model

Ram Nataraja developed a low cost ‘double-glove’ simulator to teach core laparoscopic skills to junior surgeons.
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Designing hybrid collaborative activities

Ari Seligmann used technology innovatively to facilitate multiparty interactions and collaboration across distances in the Department of Architecture.