3a: Understanding and engaging with legislation
In my role as an academic and learning designer, I have had to navigate various legal and regulatory frameworks to ensure compliance with legislation, particularly regarding data privacy, intellectual property, and accessibility.
One prominent example of my engagement with legislation occurred during the design and implementation of the Graduate Certificate in Learning Design (GCLD) at UTS. When developing the course, I ensured that we were compliant with the Australian Qualifications Framework (AQF), which sets the standards for educational qualifications in Australia. This was critical in determining the structure and credit requirements for the course to ensure that it met the rigorous standards expected of postgraduate qualifications.
Additionally, I was highly conscious of the need to comply with data privacy laws, particularly the Australian Privacy Act 1988 and the General Data Protection Regulation (GDPR), as some of our students were based internationally. This required ensuring that all student data was securely handled, particularly in the use of online learning platforms like Moodle and Zoom. I led the team in conducting a privacy impact assessment (PIA) to evaluate the risks associated with the collection, storage, and sharing of student data. This process involved ensuring that students were fully informed about how their data would be used and stored, providing them with opt-out options where necessary, and ensuring that all third-party tools used in the course complied with relevant privacy legislation.
In terms of accessibility, I applied the principles of the Disability Discrimination Act (1992) and the Web Content Accessibility Guidelines (WCAG) 2.1 to ensure that all course materials were accessible to students with disabilities. For instance, when creating multimedia content for the GCLD, I ensured that all videos included accurate captions, all documents were screen reader-friendly, and interactive elements were navigable by keyboard. These considerations were built into the course design from the outset, demonstrating my commitment to inclusivity and compliance with legal requirements for accessibility.
3b: Understanding and engaging with policies and standards
Beyond legal compliance, I have also worked within a variety of institutional and national education policies and standards to ensure the quality and integrity of the programs I manage. My role as the course coordinator for the GCLD involved ensuring that the program met the educational standards set by both UTS and national regulatory bodies like TEQSA (Tertiary Education Quality and Standards Agency).
For example, the GCLD was developed in alignment with UTS’s Teaching and Learning Strategy, which emphasizes flexible, inclusive, and student-centered learning. I engaged with these policies by incorporating work-integrated learning (WIL) elements into the course, ensuring that students were able to apply their learning in real-world contexts. This alignment with UTS’s strategic goals not only supported students’ learning experiences but also demonstrated our commitment to delivering industry-relevant education.
Additionally, in my work on the Master of Teaching (Secondary) program, I aligned course outcomes with the Australian Professional Standards for Teachers (APST), ensuring that our graduates were well-prepared to meet the professional standards required for teaching in Australian schools. This involved mapping course assessments to the APST domains, including professional knowledge, practice, and engagement. By doing so, I ensured that our graduates would meet the required standards for teacher accreditation and be equipped with the skills necessary for success in the classroom.
Moreover, I have engaged with institutional policies on academic integrity and open educational resources (OER). For example, I led the development of an open educational resource titled “Designing Learning Experiences for Inclusivity and Diversity,” which was designed to meet both the pedagogical needs of educators and institutional policies promoting the use of OERs to enhance access to high-quality educational materials. The development of this resource was informed by my understanding of copyright laws and creative commons licensing, ensuring that all content was shared legally and ethically.