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
Critics of online learning often blame the medium itself rather than ineffective instruction, when the focus should be on how to deliver the best teaching possible using all available tools and formats, writes Andreina Parisi-Amon
In the pursuit of inclusivity, should we adjust what we teach to include students’ sensitivities or expose them to the full range of serious ideas? asks Arif Ahmed
An institution-wide creative project is an opportunity for students to make friends and learn from one another, writes Karen Amanda Harris. Here, she shares tips for developing an extracurricular language-art project
Flexible, innovative and creative, agile curricula offer many advantages over traditional approaches – here’s how to get started, says Olufunke Aluko-Daniels
Forget constructive alignment and instructional scaffolding, things like saying ‘hello’ and being encouraging are the real key to good, inclusive lectures, says Andy Grayson
Block teaching has been around since the mid-noughties, but those short-lived early trials were ahead of the curve. Simon Thomson and Carl Flattery explore why block planning might finally be having its day
Conflating ‘interesting’ with ‘entertaining’ and getting caught in a never-ending loop of shinier and shinier edutainment should be shunned in favour of cultivating sustained interest
How to promote consistency of processes and expectations among university course designers and external edtech providers, explained by Rae Mancilla and Nadine Hamman in the third part of a series looking at strategies for successful learning design partnerships
