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
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
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
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
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
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
