Artificial intelligence can shape our educational practices – but when we allow this to happen unthinkingly, what do we risk losing? Here’s how to stay uncomfortable and ask the critical questions
While demonstrating knowledge through exams has its place, how often do we use exam techniques and skills in our daily lives? Events offer a more authentic way to demonstrate and test professional skills
In his new book ‘Mindset Matters: The Power of College to Activate Lifelong Growth’, Daniel R Porterfield explores how to spark a heat-seeking search for knowledge among undergraduates
We propose evaluating our assessments and incorporating innovative elements to better emulate real-world tasks in terms of both the process and product of assessment, write David Tree, Stephanie Baines, Pauldy Otermans, Nicholas Worsfold and Emily Hobson
Role play and immersive VR experiences can bridge the gap between theory and practice as students acquire – and teachers assess – skills in communication and problem-solving
The zone of proximal development offers a practical and effective approach to bridging the gap between the knowledge and ability of students with and without assistance
Strong teaching presence helps students facilitate their own learning. Here, Hannah Shaw and Mike Hackman offer quick wins for educators with advice on how to provide clear instruction and a safe learning space, and recognise topics as interconnected
Not everyone wants to be a computer scientist, a software engineer or a machine learning developer. We owe it to our students to prepare them with a full range of AI skills for the world they will graduate into, writes David Joyner
In block learning, where time is condensed, students are at a greater risk of falling behind. Here, Kevin Merry explains how formative assessment can drive targeted instruction and enable students to accelerate their learning
How can we train Australian schoolteachers in cultural and linguistic diversity if our universities are English-only zones? Embed translanguaging practices in our courses, writes Sue Ollerhead
