Catalogue

This textbook provides readers with up to date knowledge about the assessment, management and support of people experiencing Long COVID. Learning activities draw upon personas co-authored with people with Long COVID.

A significant challenge for neurodivergent students is the transition to studying in a new environment. This book focuses on assisting students with this transition by guiding them through different learning activities and information to support the team-based learning they will engage in during their degree. The resources in this book are designed to be accessible for all students and staff, with the aim of developing an understanding of disability and neurodiversity, teamwork and communication skills and the ability to work collaboratively with peers to achieve common goals. The resources shared here can be utilised within individual units to support student skill development in inclusivity, engagement with others and the capacity to contribute towards highly functional teams.

This book has been designed to provide a range of workplace scenarios that can be utilised for experiential learning covering difficult conversations, negotiation and mediation. The scenarios provide learners with the opportunity to engage in different role-plays and provide learners with the opportunity to reflect on their experience with reflective questions.

Assessment should benefit all students’ learning and retention. However, current systems do not take into account the diverse characteristics, backgrounds, and situations of students. Instead, universities rely on accommodations – which are only available to specific groups – to make case-by-case adjustments, rather than proactively improving assessment designs in ways that are socio- culturally, and research informed, for the purposes of inclusion.

This resource is an outcome of a project which explored assessment policy and practice across the university sector. It introduces assessment for inclusion concepts, drawing on curated resources and case study examples, to offer introductory considerations for anyone in higher education interested in being a leader in assessment for inclusion, at all levels from the classroom through to institutional decision makers.

This focus on the distributed leadership of assessment for inclusion aligns with the idea that more than what individuals can achieve alone, it is also how people can lead, promote, inspire, and support others to do the same. This resource has been created with the intention to raise questions for sharing with colleagues, to facilitate the discussion of problems with inclusion in assessment, and to support the development of context-appropriate strategies around assessment design and implementation.

This resource was designed to support students in the Graduate Certificate of Higher Education Learning and Teaching at Deakin University, specifically in the assessment unit, EEE741 “Designing and Implementing Assessment for Learning in Higher Education”.

Mathematical Reasoning and Investigation is designed to help you develop the ability to use mathematics to solve the kinds of problems that don't come with answers in the back of the book. We like to think of it as a mathematics book for people who think they're not good at mathematics. The work will be useful for anyone wanting to develop their own skills in reasoning and problem solving using mathematics, and for teachers and preservice teachers hoping to help their students to develop these same skills.

The development and implementation of inclusive and diverse learning experiences is a vital consideration for educators in higher education. Increasingly, learning designers play a significant role in this process. This textbook offers postgraduate students a comprehensive guide to designing learning experiences that are accessible, equitable, and inclusive. It provides advice, principles, and practical strategies to help learning designers create a learning environment that recognizes and celebrates diversity while promoting equitable learning outcomes. Through detailed accounts of theory and practice, it will cover the following topics: diversity and inclusion, role of learning designers, accessibility, equity, cultural responsiveness, open pedagogy, Indigenous-led learning design and designing with students.

Developed for an international cohort, this text is designed to explain business finance concepts in an easily understood manner without overwhelming students with too much content.

This book focuses on a hands-on, student-centric approach to learning Spanish. Designed for the Australian and New Zealand environment for use at Deakin University, currently available is foundation level content, suitable for a first introduction to Spanish speaking. The resource is still in development with additional content progressing to more advanced skill levels currently under development.

Communication challenges abound in the 21st century. Communicators everywhere are struggling to connect with diverse, distracted audiences, in both urgent and everyday contexts. In other words, communication has never been more vital, but it’s becoming harder and harder to be heard. In this book, we make sense of communication. From multiple perspectives, we unpack the practices, politics, pleasures, and problems that are activated when meaning is shared across real and virtual spaces. This book will help you use the thinking tools of communication theory to understand why communication matters and how it impacts (and is impacted by) our rapidly changing world.

This textbook is designed to serve as an additional resource for the course “Fundamentals of Finance.” It provides an introduction to the field of finance, encompassing a broad range of key topics. These include the time value of money, bond and equity valuations, risk and returns, and various sources of capital. This book aims to enhance the learning experience by offering a thorough understanding of these fundamental financial principles.