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      <title>Collection of Educational Resources by </title>
      <link>https://padlet.com/strattonl4/a8rq51jhr98o3rq9</link>
      <description>A curated selection of accessible online platforms, higher education materials, tools, and research resources. Each post includes a direct link to explore.</description>
      <language>en-us</language>
      <pubDate>2025-10-17 14:40:39 UTC</pubDate>
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         <title>OER Commons</title>
         <author>strattonl4</author>
         <link>https://padlet.com/strattonl4/a8rq51jhr98o3rq9/wish/3637774241</link>
         <description><![CDATA[OER Commons is a dynamic digital library and network that provides open education resources for educators and learners. It includes lesson plans, activities, and courses across various subjects.]]></description>
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         <pubDate>2025-10-17 14:40:42 UTC</pubDate>
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         <title>ERIC - Education Resources Information Center</title>
         <author>strattonl4</author>
         <link>https://padlet.com/strattonl4/a8rq51jhr98o3rq9/wish/3637774302</link>
         <description><![CDATA[Sponsored by the U.S. Department of Education, ERIC is an online library of education research, including journals, reports, and studies to support evidence-based teaching.]]></description>
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         <pubDate>2025-10-17 14:40:44 UTC</pubDate>
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         <title>Teaching Support and Services</title>
         <author>strattonl4</author>
         <link>https://padlet.com/strattonl4/a8rq51jhr98o3rq9/wish/3637782135</link>
         <description><![CDATA[<p>Sweetland’s Teaching Support hub offers a rich array of resources for instructors—from assignment design and peer review strategies to consultations and workshops. Whether you're refining a syllabus or rethinking feedback, this site is a go-to for pedagogical inspiration and practical tools.<br></p>]]></description>
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         <pubDate>2025-10-17 14:46:50 UTC</pubDate>
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      <item>
         <title>CAST: AI &amp; UDL </title>
         <author>strattonl4</author>
         <link>https://padlet.com/strattonl4/a8rq51jhr98o3rq9/wish/3637793296</link>
         <description><![CDATA[]]></description>
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         <pubDate>2025-10-17 14:55:35 UTC</pubDate>
         <guid>https://padlet.com/strattonl4/a8rq51jhr98o3rq9/wish/3637793296</guid>
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         <title>UDL Guidelines</title>
         <author>strattonl4</author>
         <link>https://padlet.com/strattonl4/a8rq51jhr98o3rq9/wish/3637798239</link>
         <description><![CDATA[<p>This interactive site breaks down the Universal Design for Learning (UDL) framework into practical, research-based strategies for inclusive teaching. Explore principles like Engagement, Representation, and Action &amp; Expression—each with checkpoints to help you design flexible learning environments that support all students.<br></p>]]></description>
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         <pubDate>2025-10-17 14:59:31 UTC</pubDate>
         <guid>https://padlet.com/strattonl4/a8rq51jhr98o3rq9/wish/3637798239</guid>
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      <item>
         <title>SkillsHub</title>
         <author>strattonl4</author>
         <link>https://padlet.com/strattonl4/a8rq51jhr98o3rq9/wish/3637821186</link>
         <description><![CDATA[<p>This resource is a goldmine for instructors looking to energize their classrooms. From Think-Pair-Share to gamified simulations, Skillshub breaks down 15 active learning strategies with practical examples and implementation tips. Perfect for designing learner-centered experiences that boost engagement, retention, and critical thinking.</p>]]></description>
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         <pubDate>2025-10-17 15:17:44 UTC</pubDate>
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      <item>
         <title>UDL: Part 1</title>
         <author>strattonl4</author>
         <link>https://padlet.com/strattonl4/a8rq51jhr98o3rq9/wish/3637827088</link>
         <description><![CDATA[<p>This video introduces UDL, explaining both principles and origins. It draws parallels between design and accessibility, illustrating how to reduce barriers for diverse students. The video explores various needs and proposes solutions without compromising academic rigor. </p>]]></description>
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         <pubDate>2025-10-17 15:22:08 UTC</pubDate>
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         <title>UDL: Part 2</title>
         <author>strattonl4</author>
         <link>https://padlet.com/strattonl4/a8rq51jhr98o3rq9/wish/3637828944</link>
         <description><![CDATA[<p>This second video explains the three UDL principles promoted by CAST: engagement (how students are motivated to learn), representation (how instructors communicate course concepts), and action and expression (how students demonstrate what they have learned).</p>]]></description>
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         <pubDate>2025-10-17 15:23:30 UTC</pubDate>
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         <title>UDL: Part 3</title>
         <author>strattonl4</author>
         <link>https://padlet.com/strattonl4/a8rq51jhr98o3rq9/wish/3637830132</link>
         <description><![CDATA[<p>This third video focuses and offers strategies for engagement, one of the three UDL principles promoted by CAST. Engagement considers how students are motivated to learn the content by connecting course concepts to their academic, professional and personal lives</p>]]></description>
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         <pubDate>2025-10-17 15:24:30 UTC</pubDate>
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         <title>UDL: Part 4</title>
         <author>strattonl4</author>
         <link>https://padlet.com/strattonl4/a8rq51jhr98o3rq9/wish/3637831550</link>
         <description><![CDATA[<p> This video focuses and offers strategies for representation, the second of the three UDL principles promoted by CAST. Representation considers how instructors communicate course concepts through a variety of class modes and media.</p>]]></description>
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         <pubDate>2025-10-17 15:25:34 UTC</pubDate>
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         <title>UDL: Part 5</title>
         <author>strattonl4</author>
         <link>https://padlet.com/strattonl4/a8rq51jhr98o3rq9/wish/3637832413</link>
         <description><![CDATA[<p> This video focuses and offers strategies for action and expression, the final of the three UDL principles promoted by CAST. Action and Expression considers how students demonstrate what they have learned through a variety of assessment types and modes.</p>]]></description>
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         <pubDate>2025-10-17 15:26:18 UTC</pubDate>
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      <item>
         <title>UDL: Part 6</title>
         <author>strattonl4</author>
         <link>https://padlet.com/strattonl4/a8rq51jhr98o3rq9/wish/3637833148</link>
         <description><![CDATA[<p>This video demonstrates how UDL principles support culturally diverse students, including international students and English language learners.</p><p><br/></p>]]></description>
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         <pubDate>2025-10-17 15:26:58 UTC</pubDate>
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      <item>
         <title>Key Characteristics of SoTL (2)</title>
         <author>strattonl4</author>
         <link>https://padlet.com/strattonl4/a8rq51jhr98o3rq9/wish/3637842788</link>
         <description><![CDATA[<p>Each expert in the video offers a unique perspective on SoTL's key characteristics, exploring its core principles and practices. </p>]]></description>
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         <pubDate>2025-10-17 15:34:24 UTC</pubDate>
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      <item>
         <title>Key Characteristics of SoTL (1)</title>
         <author>strattonl4</author>
         <link>https://padlet.com/strattonl4/a8rq51jhr98o3rq9/wish/3637863876</link>
         <description><![CDATA[<p>Scholars discuss the nuances between scholarly teaching and the Scholarship of Teaching and Learning. Experts explore the differences between consuming versus producing scholarship in higher education. </p>]]></description>
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         <pubDate>2025-10-17 15:51:32 UTC</pubDate>
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      <item>
         <title>The Scholarship of Teaching and Learning in Higher Education: An Evidence Based Perspective (PDF) </title>
         <author>strattonl4</author>
         <link>https://padlet.com/strattonl4/a8rq51jhr98o3rq9/wish/3637881407</link>
         <description><![CDATA[<p>This resource dives into the Scholarship of Teaching and Learning, offering frameworks, case studies, and practical strategies for educators who want to turn classroom inquiry into transformative practice. Perfect for instructors exploring reflective pedagogy, evidence-based innovation, and collaborative learning design.<br></p>]]></description>
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         <pubDate>2025-10-17 16:06:51 UTC</pubDate>
         <guid>https://padlet.com/strattonl4/a8rq51jhr98o3rq9/wish/3637881407</guid>
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      <item>
         <title>How To: H5P</title>
         <author>strattonl4</author>
         <link>https://padlet.com/strattonl4/a8rq51jhr98o3rq9/wish/3637914197</link>
         <description><![CDATA[<p>New to H5P? This guide walks students through how to interact with H5P activities—like quizzes, videos, and drag-and-drop exercises—used in many online courses. It’s a quick, clear resource for navigating interactive content and making the most of active learning tools.<br></p>]]></description>
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         <pubDate>2025-10-17 16:33:56 UTC</pubDate>
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         <title></title>
         <author>strattonl4</author>
         <link>https://padlet.com/strattonl4/a8rq51jhr98o3rq9/wish/3637938425</link>
         <description><![CDATA[<p>Want to learn more about me?</p>]]></description>
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         <pubDate>2025-10-17 16:56:03 UTC</pubDate>
         <guid>https://padlet.com/strattonl4/a8rq51jhr98o3rq9/wish/3637938425</guid>
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         <title>The Necessity of Formal Education for Higher Education Faculty: A Qualitative Study</title>
         <author>strattonl4</author>
         <link>https://padlet.com/strattonl4/a8rq51jhr98o3rq9/wish/3637939978</link>
         <description><![CDATA[<p>This study investigates the perceived necessity of a formal educational background for professors in higher education and its impact on student learning experiences and outcomes. With a focus on adjunct faculty, who often lack formal training in effective teaching, this research explores how a formal background in education influences teaching quality, classroom management, and the ability to meet diverse learning needs. By examining faculty perceptions through a series of research questions, this study aims to contribute to higher education by highlighting the benefits of hiring faculty with formal educational training, ultimately enhancing both institutional and student learning outcomes.</p><p><br></p>]]></description>
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         <pubDate>2025-10-17 16:57:35 UTC</pubDate>
         <guid>https://padlet.com/strattonl4/a8rq51jhr98o3rq9/wish/3637939978</guid>
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      <item>
         <title>How to Run A Gallery Walk</title>
         <author>strattonl4</author>
         <link>https://padlet.com/strattonl4/a8rq51jhr98o3rq9/wish/3641511100</link>
         <description><![CDATA[<p>This link will bring you to the Mud &amp; Ink Blog post, where Amanda Cardenas walks through the Gallery Walk: Instructional Strategy as a kinesthetic learning opportunity for students in every discipline.</p>]]></description>
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         <pubDate>2025-10-20 18:14:53 UTC</pubDate>
         <guid>https://padlet.com/strattonl4/a8rq51jhr98o3rq9/wish/3641511100</guid>
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      <item>
         <title>Effectiveness of Active Learning Study</title>
         <author>strattonl4</author>
         <link>https://padlet.com/strattonl4/a8rq51jhr98o3rq9/wish/3647294183</link>
         <description><![CDATA[<p>"The results demonstrate that the Jigsaw and <a rel="noopener noreferrer nofollow" class="topic-link" href="https://www.sciencedirect.com/topics/social-sciences/document-markup-languages">H5P</a> interactive video methods showed promise in terms of immediate learning outcomes, particularly in student engagement and performance in short-term assessments. However, in terms of long-term knowledge retention, the control group performed better, indicating that traditional lectures might have a stronger effect on retaining knowledge over time. The active learning techniques, while effective in the short-term, did not significantly enhance <a rel="noopener noreferrer nofollow" class="topic-link" href="https://www.sciencedirect.com/topics/social-sciences/academic-performance">academic performance</a> in the long-term assessments."</p>]]></description>
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         <pubDate>2025-10-23 11:49:44 UTC</pubDate>
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      <item>
         <title>Workshop Handouts</title>
         <author>strattonl4</author>
         <link>https://padlet.com/strattonl4/a8rq51jhr98o3rq9/wish/3648066274</link>
         <description><![CDATA[]]></description>
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         <pubDate>2025-10-23 21:36:50 UTC</pubDate>
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         <title>Scaffolding</title>
         <author>strattonl4</author>
         <link>https://padlet.com/strattonl4/a8rq51jhr98o3rq9/wish/3660737667</link>
         <description><![CDATA[<p>This informative video explains how tiered assignments can improve differentiated instruction in the classroom. Starting by defining what tiered assignments are and how they are designed to match different learning levels, you'll learn how this approach helps keep students engaged by providing tasks that are appropriately challenging for each child's skills and understanding. </p>]]></description>
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         <pubDate>2025-10-31 20:07:26 UTC</pubDate>
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         <title>AI: Creating Revision Themes</title>
         <author>strattonl4</author>
         <link>https://padlet.com/strattonl4/a8rq51jhr98o3rq9/wish/3670918227</link>
         <description><![CDATA[<p>This brief tutorial reviews how to use Microsoft Copilot to create revision themes for student feedback.</p>]]></description>
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         <pubDate>2025-11-07 01:00:02 UTC</pubDate>
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         <title>AI: Creating Feedback Banks</title>
         <author>strattonl4</author>
         <link>https://padlet.com/strattonl4/a8rq51jhr98o3rq9/wish/3670919798</link>
         <description><![CDATA[<p>This brief tutorial demonstrates how to utilize Microsoft Copilot to create feedback banks, streamlining grading and providing consistent, meaningful responses to students.</p>]]></description>
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         <pubDate>2025-11-07 01:01:03 UTC</pubDate>
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         <title>AI: Creating Tiered Prompts</title>
         <author>strattonl4</author>
         <link>https://padlet.com/strattonl4/a8rq51jhr98o3rq9/wish/3670921052</link>
         <description><![CDATA[<p>This brief tutorial reviews how to use Microsoft Copilot to create tiered writing prompts for student writing from brainstorming to drafting.</p>]]></description>
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         <pubDate>2025-11-07 01:01:47 UTC</pubDate>
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         <title>Portfolio</title>
         <author>strattonl4</author>
         <link>https://padlet.com/strattonl4/a8rq51jhr98o3rq9/wish/3671967675</link>
         <description><![CDATA[]]></description>
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         <pubDate>2025-11-07 14:22:34 UTC</pubDate>
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      <item>
         <title>UDL &amp; AI: Designing for Equity, Engagement, and the Future of Learning</title>
         <author>strattonl4</author>
         <link>https://padlet.com/strattonl4/a8rq51jhr98o3rq9/wish/3764583011</link>
         <description><![CDATA[<p> This explores how Universal Design for Learning (UDL) and Artificial Intelligence (AI) can work together to create teaching contexts that are not only innovative, but also equitable, engaging, and future-ready. </p>]]></description>
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         <pubDate>2026-01-26 13:29:25 UTC</pubDate>
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         <title>Inclusive, Active, and AI-Enhanced</title>
         <author>strattonl4</author>
         <link>https://padlet.com/strattonl4/a8rq51jhr98o3rq9/wish/3764586367</link>
         <description><![CDATA[<p>Explore how inclusive design, active learning, and ethical AI integration can work together to support every learner, spark engagement, and elevate our teaching practice.</p>]]></description>
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         <pubDate>2026-01-26 13:32:12 UTC</pubDate>
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         <title>AI powered Scaffolding in Higher Ed</title>
         <author>strattonl4</author>
         <link>https://padlet.com/strattonl4/a8rq51jhr98o3rq9/wish/3764588131</link>
         <description><![CDATA[]]></description>
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         <pubDate>2026-01-26 13:33:32 UTC</pubDate>
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         <title>UDL and AI for Equitable Learning </title>
         <author>strattonl4</author>
         <link>https://padlet.com/strattonl4/a8rq51jhr98o3rq9/wish/3764588797</link>
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         <pubDate>2026-01-26 13:33:56 UTC</pubDate>
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         <title>Combining UDL and AI to Support Inclusive Pedagogy</title>
         <author>strattonl4</author>
         <link>https://padlet.com/strattonl4/a8rq51jhr98o3rq9/wish/3764599228</link>
         <description><![CDATA[]]></description>
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         <pubDate>2026-01-26 13:41:23 UTC</pubDate>
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         <title>Using AI to Enhance UDL </title>
         <author>strattonl4</author>
         <link>https://padlet.com/strattonl4/a8rq51jhr98o3rq9/wish/3764601377</link>
         <description><![CDATA[]]></description>
         <enclosure url="https://www.edutopia.org/article/using-ai-in-universal-design-for-learning" />
         <pubDate>2026-01-26 13:42:49 UTC</pubDate>
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         <title>Universal design for learning and artificial intelligence in the </title>
         <author>strattonl4</author>
         <link>https://padlet.com/strattonl4/a8rq51jhr98o3rq9/wish/3764602286</link>
         <description><![CDATA[<p>digital era: Fostering inclusion and autonomous learning</p>]]></description>
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         <pubDate>2026-01-26 13:43:31 UTC</pubDate>
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         <author>strattonl4</author>
         <link>https://padlet.com/strattonl4/a8rq51jhr98o3rq9/wish/3794788648</link>
         <description><![CDATA[<p>This workshop explores how to write effective learning outcomes that are aligned to course learning outcomes along with institutional learning outcomes.  </p>]]></description>
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         <pubDate>2026-02-19 13:14:27 UTC</pubDate>
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         <author>strattonl4</author>
         <link>https://padlet.com/strattonl4/a8rq51jhr98o3rq9/wish/3837893187</link>
         <description><![CDATA[<p>I am committed to creating spaces where LGBTQ+ people feel seen, respected, and fully affirmed. For me, being LGBTQ+ inclusive means recognizing the dignity and complexity of every person’s identity and honoring the ways gender, sexuality, and expression shape lived experience. Inclusion is not a passive stance; it is an active practice of learning, unlearning, and showing up with intention.</p><p>My allyship is grounded in ongoing education. I have completed training in LGBTQ+ cultural competency, gender‑inclusive language, and trauma‑informed practices. I continue to seek out resources, scholarship, and community voices that deepen my understanding of the histories, challenges, and brilliance within LGBTQ+ communities. This learning helps me interrupt assumptions, challenge bias, and create environments where people do not have to explain or defend who they are.</p><p>I have also made concrete changes to my daily practice. I use gender‑inclusive language, share my pronouns, and invite others to do the same without pressure. I ensure that the materials, examples, and stories I use reflect diverse identities and families. I avoid heteronormative or cisnormative assumptions in conversation and decision‑making. When I make mistakes, I correct myself, apologize without centering my own discomfort, and commit to doing better.</p><p>Most importantly, I strive to be someone LGBTQ+ people can trust—someone who listens, advocates, and stands alongside them. Allyship is not a label I claim; it is a responsibility I practice. My goal is to contribute to communities where everyone can live, learn, and lead with safety, authenticity, and pride.</p><p>thesafezoneproject.com</p>]]></description>
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         <pubDate>2026-03-24 15:20:30 UTC</pubDate>
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         <title>Instructional Tools</title>
         <author>strattonl4</author>
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         <pubDate>2026-04-10 18:26:18 UTC</pubDate>
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         <title>Teachers Pay Teachers Content</title>
         <author>strattonl4</author>
         <link>https://padlet.com/strattonl4/a8rq51jhr98o3rq9/wish/3862496669</link>
         <description><![CDATA[<p>I provide templates, examples, and bundles of my work so that others in higher education may benefit. </p>]]></description>
         <enclosure url="https://www.teacherspayteachers.com/store/lyndsey-stratton" />
         <pubDate>2026-04-11 16:54:38 UTC</pubDate>
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