How to design online, flipped and in-person courses – from lesson planning and technology use to assessment – that maximise student engagement, inclusivity and learning outcomes
Staff development and training for architecture tutors is very limited. This resource looks back at a tutor training programme that ran from 1996 to 2002, and draws lessons for future architect-educators
An introduction to the slow movement and its ideology to show how it can inspire approaches to building connection in the classroom, purposefully scaffolding moments of connection into teaching and relating these to learning
Should educators help students understand their chosen subjects within a broader context of learning? Mark Coleman has been experimenting with this in his biology course and shares his findings so far
Online access courses can enable more students who don’t come to higher education directly from high school to smoothly enter university. Here are tips for designing an effective online university foundation programme
Isolation and distraction are among the downsides of remote learning, even after two years of “panic-gogy”, which makes intentional online design and student support as important as ever
Threshold concepts are themes that underpin an academic discipline and can provide a framework for students to build knowledge. But teachers must be mindful of students’ capacity to understand them, as Becky Lewis explains
Biases can affect personal interactions, course design, learning activities, assessment and institutional practices, thus it is vital that educators work to remove bias from their teaching. Donna Hurford and Andrew Read share helpful approaches
Block scheduling rethinks curriculum design, lesson-planning, assessment and feedback. Tom Clark outlines how this shift, as well as blended learning resources, helped Victoria University meet students’ need for clear and reliable rhythms of study
Transferable skills and employability are more important than ever, and students arrive at university with a widening diversity of backgrounds. So, how should we prioritise what to teach in the first year of a biosciences degree?
