Teaching and Learning
Teaching and Learning Scenarios
This collection of teaching and learning scenarios has been carefully developed to support rigorous research into the Scholarship of Teaching and Learning (SoTL), with a particular focus on the role of AI governance in educational settings. Accessible via the drop-down menu in the taskbar, these scenarios are grounded in evidence-based pedagogy and policy-aligned frameworks to guide educators, researchers, and students in navigating the ethical, practical, and pedagogical complexities of AI integration.
Designed for diverse educational contexts—including schools, TAFE, and higher education—the scenarios serve a range of purposes: some are classroom-ready tools for teacher use, others scaffold student-led inquiry, while several are specifically curated to support higher education coursework and HDR research. They aim to foster critical engagement, ethical reflection, and contextual responsiveness in line with evolving AI policies and regulatory standards. We encourage users to explore the full set of scenarios on the site. If you cannot find one that suits your needs or would like to propose a new context, please don’t hesitate to contact us directly.
Designed for diverse educational contexts—including schools, TAFE, and higher education—the scenarios serve a range of purposes: some are classroom-ready tools for teacher use, others scaffold student-led inquiry, while several are specifically curated to support higher education coursework and HDR research. They aim to foster critical engagement, ethical reflection, and contextual responsiveness in line with evolving AI policies and regulatory standards. We encourage users to explore the full set of scenarios on the site. If you cannot find one that suits your needs or would like to propose a new context, please don’t hesitate to contact us directly.
Neuromyth Series
Asscociated Information
The NeuroMyths series uses fictional scenarios to help educators critically explore common misconceptions about the brain, learning, and behaviour. These scenarios—grounded in research yet designed to be provocative—challenge oversimplified or pseudoscientific beliefs (e.g. "left-brain/right-brain learners," "we only use 10% of our brain," or "learning styles determine success"). The series encourages preservice teachers and educators to unpack the origins, impacts, and persistence of these myths, consider the risks of applying them in the classroom, and reflect on their own assumptions about neurodiversity, trauma, and student agency. Each scenario is designed to spark dialogue, not provide definitive answers, and should be used alongside scholarly resources and professional judgement.
- Addendum Accreditation of initial teacher education programs in Australia: Standards and Procedures https://www.aitsl.edu.au/docs/default-source/national-policy-framework/addendum-to-accreditation-standards-and-procedures.pdf