University course design and delivery

How to design in-person, hybrid and online courses that maximise student engagement, inclusion and learning. Here, you can find advice on instructional design including lesson planning, creation and organisation of educational materials and effective use of digital technologies; as well as teaching methods and styles to help you achieve specific learning outcomes.

By kiera.obrien , 23 February, 2024

Cut down your marking time by using whole-class feedback

Whole-class feedback offers three advantages – it’s time saving, it encourages self-regulation and will help identify any weaknesses in the rubric. Paul Moss shows how it’s done

Reading time

4minutes

By sara.custer , 15 February, 2024

The climate crisis heralds an imperative for sustainable accountancy practices

Two accountants calculate the carbon footprint of a factory

Finance and accounting educators have a moral obligation to embed the principles of the SDGs into their courses. Thankfully, it’s easier than ever to do, write Shona Russell and Ian Thomson

Reading time

3minutes

By Eliza.Compton , 12 February, 2024

How to develop and nurture social presence in a learning community

Fostering a rich learning community in your module or programme can be difficult. Here, Hannah Shaw and Mike Hackman draw on staff and student feedback to provide quick, effective wins to develop the social presence in your learning communities

Reading time

4minutes

By Eliza.Compton , 9 February, 2024

Nudge your way up the NSS ladder

Small module changes based on behavioural insights into human flaws can help students collaborate more and procrastinate less – and boost engagement outcomes in your classes, writes Jana Sadeh

Reading time

3minutes

By Eliza.Compton , 8 February, 2024

Crossing time zones: developing a transnational professional development series

Co-creation with TNE partners allows both front-line educators and host institution opportunities for quality assurance and pathways to build communities of practice. Here, Dom Conroy and Santanu Vasant outline 11 steps to working with international partners

Reading time

4minutes

By kiera.obrien , 31 January, 2024

Sprinting in hindsight: what we learned from validating university programmes at pace

Trainers and a water bottle lie abandoned on a beach

Having used a Design Sprint methodology for university-wide academic programme validation, has the dash to a photo finish improved quality processes? Zoë Allman and Leanne de Main share their experience

Reading time

4minutes

By Eliza.Compton , 29 January, 2024

Four steps for integrating generative AI in learning and teaching

From class preparation to critical thinking and reflection, this four-step checklist will help university teachers support the ethical and informed use of artificial intelligence tools in the classroom

Reading time

4minutes

By kiera.obrien , 25 January, 2024

Finger on the pulse: establish a culture of communication for better feedback

Two yellow cups joined by a string on a blue background

Why wait until the end of the course to hear from your students? Sasha Lanyon encourages a real-time, authentic approach to student evaluation

Reading time

4minutes

By Eliza.Compton , 24 January, 2024

Believe it or not, you can use conspiracy theories as tools for teaching

Illustration of a man with clouds for a head

When misinformation is a global risk, critical thinking skills are more vital than ever, writes Malcolm Schofield. Here, he offers techniques from parapsychology and belief studies that can make research and analysis more rigorous

Reading time

4minutes

By Laura.Duckett , 23 January, 2024

What we learned from a pilot study aimed at getting first-generation students into pharmacy

Many students have little knowledge of the role and career opportunities of a pharmacist. This is even more so the case for first-generation students

Reading time

5minutes

University course design and delivery