This chapter describes a small case study of differentiated instruction and inclusive design practices during a COVID-19-forced migration to online learning at a university in Hong Kong. Fourteen higher education instructors were interviewed, and their responses analyzed thematically. The participants reported that they felt overwhelmed with the workload to consider differentiated instruction initially; their sole focus was on delivering an online teacher-centred class. As they become more confident and familiar with a range of technologies, they started to differentiate instruction. They used student response systems to facilitate learning and focused on engaging learners in smaller groups. Their experiences suggest ways to facilitate differentiated instruction and design inclusive online classes in the higher education sector. Copyright © 2022 Rhona Sharpe, Sue Bennett and Tünde Varga-Atkins.

This paper outlines the progress to date of a project to compile, analyse and share examples of innovative online assessment activities using; online testing; teamwork and collaboration; simulations and role plays, and dialogue with experts and across cultures. The aim of this research is to provide teaching academics and educational developers with examples of assessment strategies that have been successfully applied in higher education, and to derive a number of key principles about online assessment that will be useful for future research. The project involves case studies from two Australian universities, which have been used to develop an initial set of eight exemplars and analysed to identify commonalities and differences. In the next phase of the project, these will be shared with teaching staff from two Hong Kong Universities, who will be asked to assess the applicability of the assessment designs and approaches to their teaching contexts.
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