In this keynote presentation, Thomas Tobin presented a thought-provoking session that challenged us to radically rethink how we approach the creation of educational materials and learning experiences beyond just accommodating learners with disability.

This panel session explored the strategies, challenges, and best practices for advancing UDL implementation from isolated efforts to comprehensive, institution-approaches. The panellists reflected on the different stages of UDL implementation, ranging from initial awareness to widespread adoption. 

Academic colleagues from different schools started a journey to build on scholarly expertise and reflective teaching approaches to change mindsets from traditional teacher-centred approaches, towards adaptive, and flexible approaches that engage and empower all learners.

Implementation of both Nyungar cultural protocols and UDL principles in to their mode of teaching allowed students to become critically inquisitive and strongly engaged in the knowledge and history of Nyungar boodja (Country).

This workshop was an active problem-solving session designed to generate ideas to remove barriers to learning for diverse learners and contexts. The outcomes of the workshop were captured and shared with all participants.

This presentation explored how the University of Sydney is using the data collected (focusing on the student voice through focus groups and surveys) as varied ways of measuring the success and impact of UDL implementation.

This presentation outlined a commitment to UDL principles in animation creation, focusing on ensuring inclusivity and accessibility for all learners. Key aspects covered include colour contrast, text size, readability, and the provision of textual alternatives for auditory content.

This presentation highlighted the findings of a research project that explored the ways digital technologies and UDL approaches are used by Disability Support Officers and Managers to support online university students who live with mental illness.

This presentation focused on creating an inclusive curriculum using the principles of UDL. Involving adjunct academics in the design and development stages, not just the implementation stages, promotes an academic team culture and shared vision of Equity, Diversity and Inclusion.

This workshop provided an opportunity to try three customised Generative AI tools informed by UDL principles that support academics to consider and apply UDL principles in the design of their teaching and assessment at the University of Sydney.

In this workshop, participants harnessed the rhetorical capacity of storytelling to impact institutional change through UDL principles. They created and shared impactful case studies, learning how to use storytelling to promote inclusivity beyond the classroom and catalyse cultural change.

Due to the sensitive nature of this presentation, the recording is not available. However the PowerPoint and Handout resource can be viewed. This interactive workshop sought to dismantle performative Universal Design in higher education.

This presentation provided an overview of how the University of Sydney fosters inclusive educational communities by integrating UDL across its campus. The strategy includes a resource and interaction site, detailed case studies, and a community of practice.

This presentation emphasised the tension between the demands of administrative bureaucracy and the need to provide inclusive education, highlighting the challenges and strategies for implementing UDL principles effectively within the constraints of casual convenorship.

This presentation explored a co-designed approach to the development of a capability tool to integrate UDL principles into online teaching and learning.

RMIT Library's Digital Learning team shared their successful methods and processes for creating high quality and engaging digital learning resources that are inclusive by design, through incorporating accessibility and diversity right from the beginning of the development process.

During this interactive presentation, participants not only learnt about the ways podcasting supports Universal Design for Learning, but they also witnessed firsthand how easy it is to record and edit a podcast.

This presentation considered the ways in which UDL can be applied in universal synchronous and asynchronous ways which enable more inclusive, fair, and equitable learning opportunities for all students.

This presentation introduced a set of standards that delineate specific criteria for the design, development, and evaluation of unit sites to ensure all courses foster meaningful, inclusive learning experiences within online environments.

The CONNECT framework is a set of practical, evidence-based strategies used to create a supportive environment and promote a greater sense of connectedness in online postgraduate nursing courses. This presentation demonstrated how UDL was implemented throughout the CONNECT framework.