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Book a consultation

If you want to discuss a unit, assessment, or LMS uplift, send a short summary of:

• the unit/program level,
• what currently isn’t working (student experience, workload, grades, integrity, compliance),
• what success would look like in one semester. </aside>

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Legal Education

If you teach in law (or adjacent professional disciplines), I can align design decisions to discipline standards and accreditation expectations:

• Council of Australian Law Deans Threshold Learning Outcomes (LLB/JD)
• Legal Services Council accreditation standards for law courses
• Australian Qualifications Framework levels and qualification descriptors
• Tertiary Education Quality and Standards Agency guidance on integrity and assessment

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Practical note for law educators: citation style support

If your units require AGLC4, I build referencing expectations into task design, exemplars, and marking guidance (so students can meet the standard without guesswork).

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Curriculum and Unit Design

• Refresh or rebuild unit structure (learning outcomes, topic sequence, learning activities)
• Map outcomes to assessment and learning activities (constructive alignment)
• Build “durable artefacts” that survive committees: unit narratives, principles, models, and documentation packs aligned to institutional standards </aside>

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Assessment Design

• Redesign assessments to better evidence learning (including authenticity and integrity by design)
• Develop rubrics, marking guides, and moderation resources (calibrated performance standards; clearer grade integrity)
• Build feedback systems that help students act on feedback (not just receive it) </aside>

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OLE build and uplift

• Clean, consistent LMS information architecture (navigation, hierarchy, density, accessibility)
• Templates that reduce student overwhelm and staff workload
• Practical content patterns: short pages, structured modules, clear “what to do next”, and assessment-ready pathways </aside>

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Accessibility

• Make learning materials and LMS pages accessible and usable (and easier to maintain)
• Apply UDL-informed design choices
• Align with accessibility standards for web content (WCAG 2.2)
• Design with legal obligations in view (e.g., Disability Standards for Education) </aside>

How I work

1. Discovery (30–60 mins): What problem are we solving? What constraints (policy, workload, accreditation, delivery mode)?
2. Rapid diagnostic: Review current materials and student experience friction points.
3. Design proposal: A short plan with options and trade-offs (time, effort, risk, impact).
4. Build: Draft artefacts and/or implement in the LMS; iterate with your team.
5. Quality pass: Alignment, clarity, integrity-by-design, and accessibility checks.
6. Handover: Final pack + maintenance notes (so you’re not dependent on me forever).

Typical engagements

• Unit refresh (2–6 weeks): diagnostic + redesign of outcomes, topics, assessment set, and LMS structure.
• Assessment uplift (1–4 weeks): rewrite task briefs, rubrics, exemplars, and feedback workflow; integrity and feasibility checks.
• LMS template uplift (pilot → scale): build a template, test in one unit, iterate, then scale with governance-ready documentation.
• Professional learning for educators: workshops on assessment design, feedback practice, rubrics, and LMS patterns grounded in evidence.

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