Theories of proximal development and social contagion suggest that group activities enhance knowledge-sharing and internalisation through feedback, discussion and the development of skills, writes Shwetha Mudabagilu Krishnappa
Not everyone wants to be a computer scientist, a software engineer or a machine learning developer. We owe it to our students to prepare them with a full range of AI skills for the world they will graduate into, writes David Joyner
In block learning, where time is condensed, students are at a greater risk of falling behind. Here, Kevin Merry explains how formative assessment can drive targeted instruction and enable students to accelerate their learning
How can we train Australian schoolteachers in cultural and linguistic diversity if our universities are English-only zones? Embed translanguaging practices in our courses, writes Sue Ollerhead
Including metacognition in university courses offers students a range of strategies and approaches to evaluate and improve their thinking, wrties Charlie Reis
In this extract from his book ‘The Learning-Centered University’, Steven Mintz lays out his vision of higher education’s future, and proposes a new way of learning
How can educators make learning and human intelligence visible in the age of GenAI? Abby Osborne and Christopher Bonfield outline a model to rethink assessment and reward non-AI knowledge and understanding
Through exercises borrowed from improvisational theatre, students can use imaginative thinking and creative problem-solving, learn to think outside the box and embrace ambiguity, writes Joe Conto. Here, he offers ways to help the post-Covid generation reconnect
