Course design and delivery

Creating opportunities to enhance student employability online

Submitted by Eliza.Compton on Fri, 24/09/2021 - 09:05
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Students are more focused than ever on personal and professional development, given the recent dramatic reduction in traditional opportunities such as work experience or volunteering.

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Working online presents opportunities for students to develop their employability in the digital space. Ruth Donnelly lists how remote programmes can prepare them for the changing workplace
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Working online presents opportunities for students to develop their employability in the digital space. Ruth Donnelly lists how remote programmes can prepare them for the changing workplace

Covid as a catalyst: deepening lifelong learning

Submitted by miranda.prynne on Thu, 23/09/2021 - 09:05
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The pace of change across higher education is accelerating. New programmes, new ways of learning, classroom technology and remote learning: it’s all coming faster and faster. Universities have a responsibility to promote critical thinking and encourage good citizenship. They must prepare learners for career changes and a labour market in constant flux. They have to support students through a lifetime of learning, not just an undergraduate degree. To build student fitness for change, a university needs to be adaptive, and to constantly assess its offerings.

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Miriam Green and Susanna Leong share key considerations for universities to develop effective lifelong learning programmes that will keep pace with the rapid changes across higher education
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Miriam Green and Susanna Leong share key considerations for universities to develop effective lifelong learning programmes that will keep pace with the rapid changes across higher education

A model for developing global expertise in blended learning

Submitted by miranda.prynne on Wed, 22/09/2021 - 09:05
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Blended learning – a pedagogical approach combining face-to-face teaching with online course delivery – is gaining traction around the world thanks to its cost-effectiveness and flexibility, spurred on by the pandemic. However, the implementation of a successful blended learning programme is often complex, time-consuming and taxing on staff. This is particularly true for universities at the early stages of digital transformations, as they face a shortage of staff skills, connectivity issues and negative attitudes towards technology, among other challenges.

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Daniella Bo Ya Hu outlines a framework for building expertise in blended learning using lessons in capacity development, staff incentivisation and leadership learned from an international pilot training programme
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Daniella Bo Ya Hu outlines a framework for building expertise in blended learning using lessons in capacity development, staff incentivisation and leadership learned from an international pilot training programme

Designing back from the future: building scenarios to engage students with global challenges

Submitted by miranda.prynne on Mon, 20/09/2021 - 09:00
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How can we move students from critically analysing a particular contemporary challenge – for example, urban inequality and unsustainability – to also imagining responses to it? In my new book, Creative Universities: Reimagining Education for Global Challenges and Alternative Futures, I show how introducing students to design thinking and methods, including scenarios, is one way to combine critique and creativity in university classrooms.

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Anke Schwittay shows how design methods such as scenario building can help students think creatively about diverse challenges and imagine responses to them
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Anke Schwittay shows how design methods such as scenario building can help students think creatively about diverse challenges and imagine responses to them

Want to tear students from their phones? Learn their names

Submitted by Eliza.Compton on Thu, 16/09/2021 - 09:01
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The challenge of cultivating student attention has never been more intense than it will be in the coming academic year. Faculty have been battling the distracting power of student devices in the classroom for a decade or two, and during the pandemic the integration of screens into education has intensified. Continuous engagement with our devices over the past 18 months will likely make it more challenging for students to pull their eyes away from their screens and focus on in-person classroom activities.

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Holding students’ attention in a world of digital distractions is tough, but James Lang explains why remembering and using their names can make the task less herculean
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Holding students’ attention in a world of digital distractions is tough, but James Lang explains why remembering and using their names can make the task less herculean

Listen to this! Using podcasts for online learning

Submitted by miranda.prynne on Wed, 15/09/2021 - 09:30
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Many challenges associated with ensuring student engagement and minimising attrition when teaching online are well established in the context of postgraduate education, where remote study has long been a key component. Educational podcasts have been used successfully to address these challenges and improve postgrad student online learning experiences.

Now that many universities plan to continue hybrid and online teaching for their undergraduates, lessons can be learned from what has worked for postgrads, including examining why and how to effectively use podcasts for teaching.

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Emily O’Reilly explains why and how to use educational podcasts to supplement your online teaching
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Emily O’Reilly explains why and how to use educational podcasts to supplement your online teaching

Fake news, educated views and how-tos: social media for teaching and research

Submitted by miranda.prynne on Mon, 13/09/2021 - 10:00
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Social media is often seen as either the sole domain of youth or a hive of fake news. Neither gives the full story. Academics have been using social media for research and scholarship since the first tweet was tweeted. And although social media has been weaponised to influence elections and public opinion, it also serves as free-to-use, free-flowing and far-reaching academic discussion while encouraging creativity that can spark learning and inquiry.

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Terese Bird shares her ideas on how to use some of the most popular social media platforms to support your teaching and research
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Terese Bird shares her ideas on how to use some of the most popular social media platforms to support your teaching and research

Innovative approaches to transnational education

Submitted by miranda.prynne on Fri, 10/09/2021 - 14:30
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What do we mean by innovation? In one of many definitions “innovation is the multi-stage process whereby organisations transform ideas into new or improved products, services or processes, in order to advance, compete and differentiate themselves successfully in their marketplace”.

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Vangelis Tsiligiris outlines the key areas for innovation in the design and delivery of transnational education based on changing needs and developments in the global higher education landscape
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Vangelis Tsiligiris outlines the key areas for innovation in the design and delivery of transnational education based on changing needs and developments in the global higher education landscape

Top tips for developing an effective virtual exchange programme

Submitted by miranda.prynne on Wed, 08/09/2021 - 14:30
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With university graduates entering increasingly globalised workplaces, the need to foster their intercultural and global citizenship skills is ever more pressing. To help meet this need, the University of Edinburgh developed the Network for Intercultural Competence to facilitate Entrepreneurship (Nice) in collaboration with seven other European universities.

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Justine Seran and Randall Reinhard offer guidance on building a virtual exchange programme to provide flexible international learning opportunities for students who cannot travel abroad
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Justine Seran and Randall Reinhard offer guidance on building a virtual exchange programme to provide flexible international learning opportunities for students who cannot travel abroad

Designing ‘knowledge checker’ quizzes that motivate students to review feedback and revise learning

Submitted by miranda.prynne on Wed, 08/09/2021 - 09:00
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Assignment feedback is key to helping students improve and correct their understanding so they can build upon solid foundations of knowledge as their course progresses.

Yet, traditionally only about 30 per cent of students review their assignment feedback in my experience of teaching. This feedback consists of answers to quizzes and/or comments on how to improve the quality of their writing.

Having experimented with different forms of feedback – written remarks, reports, pre-recorded video discussions – I’ve found the engagement level remains at around 30 per cent.

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Jonathan Sim advises on designing regular quizzes as a tool to ensure students review their assignment feedback and address gaps in their understanding
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Jonathan Sim advises on designing regular quizzes as a tool to ensure students review their assignment feedback and address gaps in their understanding