1. Teaching, learning and assessing in times of disruption

Designing, implementing and evaluating pedagogic approaches for moving online (remote/online learning) at speed and in social isolation; designing alternative assessment; e-exams; policies and strategies; staff and student well-being for remote teaching and assessment.

2. Designing and developing inclusive practice

Using technology well to promote and support inclusiveness; co-creation with student partners/change agents from under-represented groups; critically exploring innovative pedagogies and sustainable approaches that increase access and participation; investigating algorithms that have a negative or unseen impact on access or inclusion; practices that immerse overseas, accommodating the needs of commuter, non-traditional, off-campus, distance or displaced students; evaluating transnational education programmes; strengthening personal tutoring and academic support activities.

3. Programme design that creates a relevant and valuable student experience

Approaches to programme design that provide coherence and progression; development of digital capabilities and graduate outcomes; adapting teaching for large or small (global) cohorts, and across multiple time zones and nations; experimenting with new pedagogic approaches to develop specific student attributes and knowledge; developing programmes of education co-delivered with employers or external educational partners; promoting open education practices; use of artificial intelligence to support learning and professional development; exploring and debating metrics and analytics; supporting active learning approaches that ‘flip’ curriculum content into relevant or independent study; design of virtual and/or physical spaces to improve interaction and engagement.

4. Creative and authentic assessment and feedback

Benefits and drawbacks of introducing online examinations; digital solutions to creative assessment design and practice; working with alumni, the local community, professional bodies and employers to design authentic assessment; designing formative and summative assessment to enhance student self-regulation; actionable feedback; using peer feedback and peer assessment to enhance collaborative learning.

5. Sustainable practice that addresses the impact of climate emergency

Use of technologies to promote sustainable education; avoiding brutalising digitalities; staff-student co-design; practices and resources that promote student and staff partnership; learning activities that create and develop community cohesion and well-being; learning design that promotes sustainable thinking; development of policies and strategies that place sustainable academic practice at the core.