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
‘Revolving roles’ is a simple, adaptable method for designing learning activities that challenge and change conventional ‘leader’ and ‘participant’ responsibilities, embrace students’ diverse needs, and develop their unique attributes, as Pablo Dalby explains
A more personalised approach to higher education provision should empower students to learn at their own pace in ways that suit their specific needs, as Chitisha Gunnoo explains
Expanding course sharing between higher education institutions in different US states would help students pursue more flexible learning pathways and transfer credits to complete their studies and secure a degree, as Jay Field explains
If we take the same critical lens to in-person learning as we once did to online, rationalising our need for the former, how much better could we make our teaching?
How to communicate with students in the online environment in effective and creative ways that go beyond relying on the learning management system, described by Kris Erskine
Asynchronous communication that builds rapport among university course designers and external edtech providers, explained by Rae Mancilla and Nadine Hamman in the first part of a series looking at strategies for successful learning design partnerships
We know that a one-size-fits-all approach doesn’t really work. Adriana Plata-Marroquin and Leticia Castaño offer tips on implementing differentiated instruction
Isn’t it odd that teachers are often just passive users of whatever tech product is selected for them rather than designers of and collaborators in edtech adoption?
Designing marking rubrics that provide guidance but with enough flexibility for students to demonstrate knowledge and skills in multiple ways is a difficult balancing act. Paul Moss explains how it can be done
