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
Seven steps towards enhancing assessment and feedback as a participatory, social process that supports deeper learning, by Neil Lent, Tina Harrison and Sabine Rolle
Building an online course from scratch can seem overwhelming. Here, Jamie Gilbert Mikell shares basic guidelines for beginners to create streamlined and user-friendly online modules
Digital learning tools enable educators to quickly collect and analyse student performance data in order to refine their teaching, as Paul Moss explains
Dual teaching, when lecturers host a class with students attending in person and via a screen, requires careful planning to work well. Miriam Firth shares dos and don’ts based on first-hand experience
Nelly Ramirez Vásquez discusses the nuts and bolts of creating, teaching and overseeing high-quality lessons and courses for delivery online and in person
Block teaching can help rapidly establish bonds among students, and with their lecturers, which in turn maximises learning potential. Here, Sarah Jones offers insights from the 50-year history of block scheduling
Bringing professional practitioners into classes to share real-world case studies helps students contextualise learning and see how theories play out in reality. Paul McFarlane explains how this works on his crime science courses
Students often perceive feedback as criticism and fail to take on board the constructive guidance. Rebecca Lewis explains how she encourages student engagement with her feedback
How can university educators ensure their first-year teaching caters to widely varying prior knowledge and skills among students? Bethan Gulliver explains a three-pronged approach
