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
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
Beaming a hologram of lecturers into classrooms offers greater closeness than video systems, say Carla Victoria Ramírez López, Leticia Castaño Sánchez and Patricia Aldape Valdés
Students need to be motivated and engaged to be successful, which is where podcasts, social media and music come in, say Esmeralda Niño-Perez and Angeles Carolina Aguirre-Acosta
Abbey S. Willis offers practical advice to encourage collaborative writing by demonstrating the power of sharing ideas to students, and dispelling the myth of the ‘single author’
We know that students want to learn together. That information should underpin how we allocate resources to best serve their needs, say Derfel Owen and Ant Bagshaw
Elizabeth Langran outlines three areas of university teaching where disruptive innovation should be actively encouraged to boost accessibility and engagement for wider student populations
Following two years of disruption and jumping between modes of delivery, many students and staff seem to be – incorrectly – conflating blended with online, says Harriet Dunbar-Morris
Online learning looks set to remain central to the delivery of higher education long after the pandemic. In this webinar Maryanne Dever and Diana Laurillard discuss what the long-term impact of this might be, on teaching, student support, well-being and the sector as a whole
