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
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
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
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
Using the best of in-person and online learning provides a truly blended approach to your students and enriches their learning experience. Ibham Veza and Akilu Yunusa-Kaltungo weigh up the pros and cons
Moocs required us to rethink how to create open and free courses that would engage large numbers of learners. Over the years, we’ve adapted our services in response to lessons we’ve learned from our experiments, write Nikki Stuart and Lauren Johnston-Smith
Embark on a pedagogical road trip, exploring strategies to combine academia with industry dynamics. John Sinclair fastens his seatbelt and starts the engine
Look to the arts to help develop your students’ skills for navigating the real world. Lucy Gill-Simmen proposes her vision of a more well-rounded education
The balance between technology and traditional educational values, as well as ensuring that AI complements, rather than replaces, the human element in education, are the keys to maximising AI’s benefits in the classroom, writes Nikolas Dietis
