Integrating multiple modes of delivery for creative education


Post-COVID teachers now have an expanded number of delivery modes at their fingertips. Live in the classroom has been complemented by simultaneous video conferencing and remote online activity. This webinar investigates some of the productive and creative opportunities to arise when we integrate diverse modes of delivery in our own teaching.

Brought to you by the Kadenze Academy, Kadenze, Inc.

The Kadenze Academy is a platform for educators to engage in the creative arts,
design and creative education using digital and online technologies. We are the
scholarly community of practice at the heart of Kadenze, Inc., working closely with
our Academic and Industry partners.

Since 2015 we have produced online learning frameworks, professional learning
opportunities, teaching resources and support mechanisms from our collaborative
experiences in launching over 150 online courses in the arts, design, humanities, and
creative technologies.


This webinar is for you if you can answer YES to any of the following statements:

I am inundated with tips for online learning, but ‘tips’ alone don’t make coherent learning experiences.

I have been relying on zoom; now I need a framework to sustain my teaching.

I have a thriving course to move online, but most online courses are predictable and boring.

My supervisors are telling me online learning is here to stay, but where do I start?


Integrating multiple modes of delivery for creative education


Instructors:Instructors: Adjunct Professor Paul Makeham, Professor Emeritus Brad Haseman, EVP, Kadenze, Inc. and Amanda Morris, Director, Higher Education Engagement, Kadenze, Inc.

Duration: 45 minutes


What you’ll learn:

Post-COVID teachers now have an expanded number of delivery modes at their fingertips. Live in the classroom has been complemented by simultaneous video conferencing and remote online activity. This webinar investigates some of the productive and creative opportunities to arise when we integrate diverse modes of delivery in our own teaching.

Paul Makeham

For over 30 years, Paul has been dedicated to supporting human development through his work in senior academic leadership and management, research and higher education, and corporate learning and development. Prior to joining Performance Frontiers as Senior Associate, he held senior posts at the Queensland University of Technology (QUT), with roles including Director of Corporate Education (Creative Industries); and Head of School (Media, Entertainment & Creative Arts). Paul works across diverse creative projects as a producer, writer and performer. He is currently an Adjunct Professor in the School of Creative Practice at QUT and, for Kadenze, is leading the online curriculum design for the groundbreaking ITAC IMPACT: Climate project

Amanda Morris

Amanda Morris is an arts educator, known for innovative arts programs and creative collaboration. Her career spans leadership roles in higher education, as Executive Director Conservatoire at NIDA (National Institute of Dramatic Art) in Australia, as Dean Performing Arts at LASALLE College of the Arts in Singapore and as Director, Centre for Fine Arts, Music and Theatre at the University of Canterbury in New Zealand. Amanda’s expertise is in performing arts and digital media. At NIDA she provided leadership in research and development into drama and new media for which she won the first British Academy Award for Interactive Entertainment for an interactive digital learning program, StageStruck. Amanda established the NIDA Open Program, Australia’s largest performing arts short course program. Amanda is Director, Higher Education Engagement, developing Kadenze’s network of academic partners and driving new course development.

Brad Haseman

Brad joined Kadenze, Inc. as Executive Vice President in 2019 after a 30 year career as Professor in Drama Education at Queensland University of Technology (QUT). He oversees arts-led pedagogies and learning design for Kadenze’s global online courses.

Brad’s engagement with digital technologies and online narratives for arts education first began in 2002 when, with international collaborators, he designed an extensive online process drama in a role-playing Multi-User Domain: Object Oriented. In 2014 Brad led a team of artists and educators to develop a comprehensive web-based platform of resource materials to support the implementation of the Australian National Curriculum: The Arts. In 2018 Brad was the lead designer/curator on The Basics of Teaching Artistry which was released on in April 2018.

*Click on the image to know more about the instructor

8 November


Register for 7:00 PM ET, USA


22 November


Register for 7:00 PM ET, USA

Can’t attend one of these webinar times? We’ve got you covered. Go ahead and register and we’ll send you the link so you can watch the event later in your own time.

Times in your part of the world

While each webinar is offered at 7:00 PM Eastern Time, USA, check your local time zone in the example below and lock in your attendance now.


Monday, 22 NovemberNew York, USA7:00 pm EST
Monday, 22 NovemberVancouver, Canada4:00 pm PST
Monday, 22 NovemberLos Angeles, USA4:00 pm PDT
Tuesday, 23 NovemberBrisbane, Australia10:00 am AEST
Tuesday, 23 NovemberSydney, Australia11:00 am AEDT
Tuesday, 23 NovemberAuckland, New Zealand1:00 pm NZDT
Tuesday, 23 NovemberSingapore, Singapore8:00 am SGT
Tuesday, 23 NovemberHong Kong, Hong Kong8:00 am HKT
Tuesday, 23 NovemberTaipei, Taiwan8:00 am CST
Tuesday, 23 NovemberSingapore, Singapore9:00 am SGT


Starting in November and continuing into 2022, the Kadenze Academy is offering a suite of three courses, themed around Unmuting Creativity Online, to prepare teachers for their post-COVID education world. Teachers everywhere are having to orchestrate learning in the classroom, alongside remote synchronous and asynchronous delivery. Seldom has there been a more pressing time for teachers to be creative in solving the wicked challenges they face. How do we devise and apply a learning design framework which is up to these challenges?


These courses are for those teaching the creative arts, design and creative technologies seeking a mature online learning framework for their disciplines.


  • The first course outlines Kadenze’s Technology Enabled Creative Learning SM (‘TECL’) framework, our proprietary online learning framework. 
  • The second course uses a range of proven online and video conferencing activities to build Reusable Learning Objects and creative learning pathways.
  • The third course shows how learning pathways come together as whole courses, designed for the fullest engagement of your students. 


All three Unmuting Creativity Online courses are designed and delivered by Kadenze Academy’s expert arts-educators as part of their undertaking to grow creative education as accessibly and affordably as possible.

About the Kadenze Academy

We stand on the shoulders of yesterday's giants and alongside the giants of today.

Creative Education and online learning design

From the very beginning, online learning design has principally focused on developing analytical and linear cognitive capabilities. As we are told repeatedly, these capabilities are essential for learners to hold down a successful job and build a powerful economy. Overwhelmingly learning design has engendered the cognitive operations of mind most commonly found in Mathematics, Chemistry, Language, Engineering and Business education.

This approach is underpinned by cognitive load theory which holds that for online instruction to be effective, care must be taken not to overload the mind’s capacity for processing information. Consequently, designers become concerned with extraneous load, working memory, redundancy and concerns about temporal and spatial split attention. All to ensure that students never become cognitively overloaded.

Kadenze Academy has developed an instructional design learning framework called Technology Enabled Creative Learning [TECL]; an arts-led learning framework which encourages learners to stay with all their senses (not only their cognition). We acknowledge that many creative arts and design experiences are deliberately designed to stretch the limits of cognition; that not all cognitive overload is necessarily negative. In such cases cognitive overload does not result in a loss of meaning or intelligibility. Indeed, it can be understood as cognition in the making, where the very fabric of cognitive life is renewed as it struggles to make sense of experience.

Kadenze educators see productive possibilities for learning in the overload, not simply as events which inhibit and confuse, but ones rich with imaginative and adventurous potential to transform knowing and understanding.