Accessibility & InclusivityIs your course accessible and inclusive? When we design for accessibility and inclusivity, it results in a course that provides a better online experience for all students. 
TutoringThe tutor support page provides teaching resources, good practice advice and information about key tools that may be helpful for key tutoring tasks. |
First Year TransitionThe First Year Transition resource is designed for teaching staff to support student transition to learning at our University. It is based on a project in the FHSS and the FoE. 
Video for TeachingVideos are a great way to enhance your course. This page provides quick start guidance, technical tips and video ideas and examples. |
Teaching in 2022The Teaching in 2022 page provides a variety of resources and guides to help with preparing courses for teaching. We focus on teaching practice in the current COVID-19 environment. |
Resilient Teaching
Academic Continuity and Teaching Resilience - what do we mean by resilience?
Resilience is a well-known concept but is used differently across the disciplines. In psychology, it is how individuals respond to a psychologically disruptive event (e.g., Bonanno et al. 2010). In education, it is how an individual is able to learn through adversity (e.g., Downey 2008). In the disaster risk reduction realm, it is how individuals and communities maintain or return to ‘normal functions’ after a crisis (e.g., McManus et al 2007). In this work, we define resilience as the ability of academics to utilise core strategies that enable them to continue L&T during a long-term disruption, such as a disaster (known here as: resilience to disruption).
For more information about the research work done after the Christchurch Earthquake read through the Resilience to Disruption Project Case study.
For more information about the research work done after the Christchurch Earthquake read through the Resilience to Disruption Project Case study.