"This seminar explored concerns around academic integrity in Higher Education and how assessment redesign can eliminate many of these concerns. The seminar was divided into two elements. The first session explored why, how and when students cheat in Higher Education. It opened up discussion and debate on academic integrity, plagiarism, collusion and contract cheating and the role we play in it as educators. The second part of the seminar focused on re-thinking how we assess and redesigning assessment approaches. The presenter discussed strategies that include encouraging students to see assessment, both, as an opportunity to learn and an opportunity to demonstrate their excellence and skills. Redesigning and rethinking the tasks we ask our students to complete in order to demonstrate attainment of the desired life-long skills in tandem with module and programme learning outcomes can effectively eliminate both the desire and the opportunity to ‘cheat’. Across the two sessions participants were asked to self-reflect, to consider their values and establish why they assess as they do. Traditions and assumptions were challenged & participants were supported in the redesigning of assessment approaches."

Universal Design for Learning Co-Designing Your Classroom Dr Amanda Bastoni, Educational Research Scientist, CAST Dr Amanda Bastoni’s workshop introduced the concept of co-design and (using the UDL framework) highlighted how educators can increase creativity, collaboration, and learning in their classroom by designing learning with their students. In the workshop, we covered the why and how of co-design, including stories from the field, resources, and strategies educators can use immediately - in any learning environment. Timestamp 0:00 Introduction 9:15 What does it mean to Design Learning? 15:00 Reflect on UDL 19:07 Building Relationships 37:17 Ways to Co-Design your classroom 39:00 Co-Design rubrics 41:28 Reflection on Co-Designing 49:14 Co-Design with peers 54:47 Tools to support Co-Design

UDL-ifying a university and its people Prof Jo Rushworth National Teaching Fellow and Professor of Bioscience Education Dr Jo Rushworth draws on her experience as a UDL champion for her School as she outlins a range of options and starting points for colleagues who are starting out on their Universal Design journey. This work focussed on providing students with flexible learning resources, flexible ways to engage with their learning and flexible ways to demonstrate knowledge and skills, that impacted both learning and teaching and institutional policy. In an interactive presentation, Jo tells us about how the UDL guidelines were brought to life and implemented across DMU and leads us in a discussion of early steps toward achieving UDL compliance in teaching practice and of options for continuing development and enhancement. Jo’s work on co-creation with students was among the highlights from her case study. Timestamps 0:00 Introduction 4:13 Overview 9:54 Getting started: UDL Champions 12:31 6 UDL ideas: Quick wins and bigger ideas 13:10 Ideas 1 & 2 13:43 Ideas 3 & 4 14:00 Ideas 5 & 6 14:40 Moving forward: Staff UDL guidance & Training 16:51 UDL staff guidance 17:57 UDL self-assessment & development tool 19:16 Flexible study resources 23:05 Flexible ways to learn 27:03 Flexible ways to show learning 30:36 Co-creation 37:03 UDL-ify a module 56:22 Thank you!

Universal Design for Learning (UDL) aims to eliminate barriers in the design of the learning environment to make the curriculum accessible for all. COVID-19 has, if anything, highlighted the need for higher and further education providers to fully embrace UDL principles and practice so as to ensure high-quality education for all students and allow for full active participation by all learners. This session will outline the principles of UDL, examine what these principles look like in action and provide advice on how these principles can be applied, even when at distance or online. In addition, it will demonstrate how, with the correct mindset at the creation stage, we can ensure resources created for students are accessible and how students can be offered flexibility through engagement, representation, action and expression. To conclude, the core tenets of inclusive assessment and feedback practice will be outlined, and how this practice can be developed at programme and individual level will be demonstrated. Drawing on research from the National Forum, UDL and practical case studies as examples, specific assessment methodologies will be examined and consideration will be given as to how these might be transformed, through the lens of universal design, to ensure inclusion of the full student population. Facilitated By: • Dr Lisa Padden, Project Lead - University for All, UCD • Trevor Boland, Digital Media and eLearning Officer, AHEAD (Ireland) • Lorraine Gallagher, Information & Training Officer, AHEAD (Ireland)