The COVID-19 pandemic brought about an era of innovation in higher education that was extraordinary both in its scale and suddenness. Our study, carried out in STEM and Health disciplines of a multi-campus Victorian university, asked the teaching academics in the eye of this storm to reflect on what they had learnt from this experience. In particular, we asked what had worked, what had not worked, what they planned to retain in their teaching post-COVID-19, and what they would be relieved to discard. Above all, we found the experience of COVID-19 learning and teaching to be highly variegated. Academics reported some online activities which were predominantly successful, others which were predominantly unsuccessful, and still others for which the experience was quite different, depending on the context. Our data suggest that future learning and teaching policy should allow for discipline and cohort nuances and cannot be one-size-fits-all.