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
In the second part of his guide to curriculum development, Graeme Knowles explains how learning outcomes can be developed and then used to map the overall learning journey
David A. G. Clarke reflects on his experience of teaching in outdoor spaces and provides valuable tips on how to take higher education outside the classroom
Academics are agonising over the wrong elements of online education. They should be thinking about active versus passive learning, says Simon Chesterman
Alex Conner and James Brown explain why adult ADHD is linked to underachievement in higher education and what institutions can do to support better outcomes for those with the condition
Recent events have shown the necessity of working together, and it’s never too early for universities, faculty and students to begin thinking about this, says Georgina Harris
A guide to using action learning – questioning knowledge to find solutions – to evaluate and improve teaching practices, based on research by Na Li, Qian Wang, Jiajun Liu and Victoria Marsick
Ron Johnston provides a guide to embedding education for sustainable development into university courses by linking it with the learning outcomes of the core subject being taught
Jochen Wirtz introduces a simple but effective tool for gathering student feedback that will help educators to cement strengths and reduce weaknesses in their teaching
Certain changes sparked by the reorganisation of higher education during the pandemic have benefitted disabled students and should be kept and developed in the long term. Sean Cullen outlines four key areas of positive change
Graeme Knowles explains how his team have overturned the long-accepted curriculum development process to make the purpose of the programme and its learning outcomes the starting point rather than the end result
