Gallery Presentations

Abstract - Designing Academic Integrity for All

Mandatory academic integrity modules are often compliance-focused, text-heavy, and difficult for diverse learners to navigate. At Griffith University, a cross-functional team of Learning Advisers, Librarians, and a Digital Capability Adviser undertook a redesign of a compulsory Academic Integrity module guided by Universal Design for Learning (UDL) principles to reduce barriers and better support learner variability, recognising that students engage with academic integrity concepts in different ways and require multiple pathways to understanding.

The gallery video presentation will share our UDL design journey, highlighting how accessibility and inclusion were embedded through early collaboration with Disability Services rather than retrofitted. The module was intentionally developed to support both scaffolded and self-guided learning, enabling students to move through content at their own pace while building understanding through progressively structured activities.

Key design features include Auslan interpretation, high-contrast visual design, accessible H5P elements, and responsive layouts that enable seamless use across desktop and mobile devices. Authentic case studies contextualise academic integrity challenges and encourage students to apply principles in realistic scenarios, providing multiple pathways for engagement and meaning-making. In 2025-26, the module recorded 24,830 student completions, highlighting its scale and impact as an accessible, institution-wide resource supporting academic integrity learning.

The gallery artefact will take the form of a short video presentation offering a visual walkthrough of the module and the decisions that shaped its development. The goal is to illustrate how UDL-informed design can transform mandatory institutional resources into accessible, engaging learning experiences that support learner agency, flexible pathways to understanding, and academic success at scale.

Abstract - Art-Based Learning

Theoretical models have traditionally been taught in the first, foundational year of the James Cook University Occupational Therapy course. It has been observed that learning these heavy theoretical concepts often felt overwhelming to students - some students struggled to sustain attention, others to process large volumes of text and many found it difficult to visualise how elements of each model fit together. Recognising that this knowledge is essential for becoming an Occupational Therapist, it was important to explore more engaging ways to teach this topic, so all students could fully participate, not just those suited to traditional academic approaches.

This period of exploration ultimately let to the development of the OT Models ‘Art Series’. Learner-centred and focusing on engagement, creativity and expression, the art series takes place over several weeks of teaching.  For each theoretical model, students are presented with a different art medium - clay, paint, collage and edible art.  The outcome has been a colourful and stimulating classroom with high levels of engagement. Here, creativity and play contribute to deeper learning. 

Direct student feedback indicates that having kinaesthetic, creative opportunities in class helped them to grasp ideas they had previously found frustrating or abstract. Alignment has also been identified with First Nations pedagogical framework for culturally responsive education, ‘8 Ways of Knowing’, which identifies visual and hands on approaches as key pathways to knowledge.

In line with UDL 3.0, the art series recognises that learners’ diverse identities and preferences are central to creating an inclusive educational environment. This presentation will provide an overview of the ‘Art Series’, including preparation processes, a showcase of the art and a reflection on lessons learned along the way.

Dr Christine Krol

Dr Christine Krol is a social work academic/researcher from Western Sydney University who supports the learning journey of emerging social workers. Her passion is for achieving an inclusive and socially just society. Research areas piquing interest include the intersection between the equitable participation of higher education students with disability and diverse equity groups (under the United Nations Sustainable Development Goal Four, Quality education) and promoting and using a universal design for learning (UDL) pedagogy.

Abstract - Increasing University Learners Engagement and Retention

Australian university learners are diverse, this includes first in family, mature aged, First Nations peoples, English is a second or more language, from low-socio-economic areas, single parents, carers, and/or people with disability. At times, these marginalised groups can struggle to develop their sense of belonging in higher education settings. Additionally, it can be costly for people with disability to obtain diagnosis documentation to obtain reasonable adjustment plans, these are affirmative or reactive strategies. Whereas using universal design for learning (UDL) strategies reframes access to being available for all and better places diverse learners at the centre of curricula design, that is, taking a transformative approach that does not rely solely on learners seeking formal support.

CAST’s Guideline 3.0 places the learners at the centre of their learning experiences rather than the educators as the experts. Learner agency that is purposeful and reflective, resourceful and authentic, strategic and action orientated. In a first-year subject, learners at risk of attrition from either non-submission or less than ideal assessments have often been reflected among those opting not to participate in on campus workshops. Many were new to university or had recently arrived in Australia.

This research project aims to increase this diverse cohort of learners’ sense of belonging by co-designing accessible resources which are available to all and help to provide timely and meaningful assessment feedforward. Findings demonstrate that learners value being able to contribute to the improvements of the subject’s resources based on their contributions.

The gallery presentation’s resources have been designed to be digitally accessible and have been provided to the organisers for distribution. Handouts will also be available during the in-person event. This embodies providing information and content in multiple ways. The goal for this poster presentation is to open conversations and share UDL strategies that can benefit all participants.