Course design and delivery

How to design unforgettable class activities that help students learn better

Submitted by miranda.prynne on Thu, 10/06/2021 - 09:00
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Article

A problematic trend I notice when conversing with students is how many of them struggle to remember what they did in modules from previous semesters.

These discussions got me thinking about how to design learning activities that are unforgettable. Albert Einstein, among other figures credited with the quote, famously said that “education is what remains after one has forgotten what one has learned in school”. I want to ensure my students remember what they have learned from me, especially after all the hard work they put into the course.

Standfirst
Jonathan Sim shares teaching techniques designed to pique the emotions as a way to lodge key lessons more firmly in students’ memories
Teaser
Jonathan Sim shares teaching techniques designed to pique the emotions as a way to lodge key lessons more firmly in students’ memories

Let’s stop confusing what just happened with true online learning

Submitted by dene.mullen on Thu, 10/06/2021 - 00:01
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To be clear, what we’ve all just been through with “online learning” is not online learning at all. It is emergency-use online learning (EUOL). We should be careful to call it what it is. Pretending that what we’ve experienced is online learning is akin to pretending the burger you just ate was filet mignon. Well, they’re both meat.

Standfirst
During the pandemic, decades of research and practice were tossed aside in a matter of days, says Ali Carr-Chellman
Teaser
During the pandemic, decades of research and practice were tossed aside in a matter of days, says Ali Carr-Chellman

How do we rescue the reputation of blended learning?

Submitted by dene.mullen on Wed, 09/06/2021 - 00:01
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Article

Let’s get the elephant in the room addressed up front: times have changed and a return to “normal” is just not on the cards, not truly.  Blended learning – to a greater or lesser extent – is here to stay. 

So, how do we rescue the reputation of blended learning, which has been battered by students’ experiences of universities’ hasty response to the pandemic and become synonymous with low-quality content?

Standfirst
To convince students and stakeholders that blended learning is worth the full tuition fee, we need to tell them exactly how it will work, says Russell Crawford
Teaser
To convince students and stakeholders that blended learning is worth the full tuition fee, we need to tell them exactly how it will work, says Russell Crawford

Making the most of online educational resources: a case study

Submitted by miranda.prynne on Tue, 08/06/2021 - 09:00
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Article

Online repositories of educational resources have been developed gradually, usually by people who are passionate about their subjects. Some of them have built vibrant, collaborative communities of users. These online libraries and the communities they gather can support active learning and help inform our assessment tasks.

How can we develop passion in our students for a discipline? How can we come up with assessment tasks that help them master new skills?

Standfirst
Pascal Grange explains how online educational resources can be used to complement teaching and enhance students’ opportunities for learning
Teaser
Pascal Grange explains how online educational resources can be used to complement teaching and enhance students’ opportunities for learning

Never forget: your course is not only yours

Submitted by dene.mullen on Tue, 08/06/2021 - 00:01
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Article

Let’s start with a question for instructional designers and faculty members: when you last designed a course, how much time did you spend thinking about the role that each element in that course plays in shaping your college or university?

Standfirst
Too much of our instructional design undershoots the potential of higher education to improve not only individual lives but also the public good, says Robin DeRosa
Teaser
Too much of our instructional design undershoots the potential of higher education to improve not only individual lives but also the public good, says Robin DeRosa

Boosting student motivation through course design

Submitted by miranda.prynne on Thu, 03/06/2021 - 09:00
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Article

Where there is a will

Motivation is crucial if students are to realise their potential and engage with the opportunities presented by higher education. It enables them to take ownership of accessing, appraising and applying new learning in enlivening and enriching their educational experience. However, motivation is not a given; for it to be fostered, real efforts must be made through the activities and relationships embedded in students’ modules.

Standfirst
Maurice Kinsella and Niamh Nestor explain how to use self-determination theory as a guide to boost student motivation through careful online course design
Teaser
Maurice Kinsella and Niamh Nestor explain how to use self-determination theory as a guide to boost student motivation through careful online course design

Rethinking higher education in Asia post-pandemic: five key trends

Submitted by miranda.prynne on Wed, 02/06/2021 - 08:30
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Article

Technology has become indispensable at all levels of education, from kindergarten to universities. In Asia, most higher education institutions embrace a bottom-up teaching approach, which focuses on practices. The past year, with the pandemic, has brought a number of major developments in digital solutions, improving the learning experience and performance.

Standfirst
Allan Yuen Hoi-kau highlights five trends to look out for as higher education in Asia evolves post-pandemic, and shares tips on striking a balance between technology and learning objectives
Teaser
Allan Yuen Hoi-kau highlights five trends to look out for as higher education in Asia evolves post-pandemic, and shares tips on striking a balance between technology and learning objectives

How to foster collaboration among students trained to compete

Submitted by miranda.prynne on Thu, 27/05/2021 - 14:30
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Article

Developing effective collaboration skills is a priority in business education, because these skills benefit students throughout their careers. Therefore, group work is an integral part of module and assessment design in most university courses.

However, because of the college entrance exam procedure in many Asian countries and other parts of the world, students are raised to compete with each other and, as a result, have very little experience with group work.

Standfirst
Collaboration is a vital life skill but can be challenging after an education infused with competition at every step. Jie Zhang, Qing Ye and Steven Bateman explain how they overcome this when setting group work
Teaser
Collaboration is a vital life skill but can be challenging after an education infused with competition at every step. Jie Zhang, Qing Ye and Steven Bateman explain how they overcome this when setting group work

The answer is not always the solution: using coaching in higher education

Submitted by miranda.prynne on Thu, 27/05/2021 - 09:00
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Article

“Prof, could you just tell me what to do? Can you show me the solution?”

“What do I need to do to get an A? And why is there so little feedback in my assignment?”

“My teammate is not contributing. I am doing all the work!”

Standfirst
May Lim explains why academics should refrain from always giving students immediate answers and instead apply coaching techniques that guide learners to problem-solve and reach their own conclusions
Teaser
May Lim explains why academics should refrain from always giving students immediate answers and instead apply coaching techniques that guide learners to problem-solve and reach their own conclusions

What does ‘student engagement’ mean to you? And you? And you?

Submitted by dene.mullen on Thu, 27/05/2021 - 01:01
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Article

About two years ago, I attended a teaching conference where one of the headline sessions was a debate: two people arguing for and against the concept of student engagement. After 20 years of teaching, I had not heard a convincing argument against student engagement, so I was keen to listen to a new perspective.

Standfirst
The move online compounded matters, but even before that, nobody could agree on what student engagement was – and that needs to change, says Chris Headleand
Teaser
The move online compounded matters, but even before that, nobody could agree on what student engagement was – and that needs to change, says Chris Headleand