��Vlog

Higher education pedagogy

Learn more about pedagogy and how different theories of teaching and learning work across higher education. Here, academics offer insights into a variety of pedagogies, drawing on their own teaching experience alongside research, to provide practical advice on what instructional methods work best for different university contexts, disciplines and classes.

Advice on developing regular quizzes that test students' understanding so they can address any gaps in their knowledge

Designing ‘knowledge checker’ quizzes that motivate students to review feedback and revise learning

Jonathan Sim advises on designing regular quizzes as a tool to ensure students review their assignment feedback and address gaps in their understanding

Jonathan Sim

National University of Singapore

Webinar discussion how to reduce student drop out rates in the context of the pandemic and online learning

Place-based learning in digital universities

A discussion of how the exploration and understanding of a place can be the backbone of higher education teaching and learning, whether delivered online or in-person

Elizabeth Langran, Reneta Lansiquot , Robbie Nicol, Abbey S Willis

Marymount University, New York City College of Technology, The University of Edinburgh, Siena College

Advice on using lego to support active learning in lectures

Teaching with Lego: using plastic bricks to encourage play and interaction in class

Dan Swanton explains how using Lego to demonstrate and apply lessons in class promotes play and interaction leading to better engagement and peer discussion as part of active learning design

Dan Swanton

The University of Edinburgh

A magnifying glass among scattered letters represents problem solving

Follow the (learning) science and put problem solving at the centre of teaching

Rather than a digital transformation, universities should undergo a learning transformation that supports effective technology and evidence-based teaching, argue Carl Wieman and Bror Saxberg

Carl Wieman , Bror Saxberg

Stanford University

An overview of how cognitive load can be used to determine how challenging your learning content can be before it risks alienating students

How challenging can my content be?

Paul Moss explores the concept of cognitive load as a way to determine how challenging your learning content should be to remain effective

Paul Moss

Adelaide University

Three benefits of moving final year assignments online

Virtual classroom connections: enhancing three presence elements via online tools

Nguyen Hoang Thuan and Pham Cong Hiep provide practical tips for enhancing three types of presence – teaching, social and cognitive – in online learning and teaching, based on their research

Nguyen Hoang Thuan, Pham Cong Hiep

RMIT University Vietnam

Advice on selection ed-tech tools that will improve the students' learning experience rather than distract from teaching

How to assess if online tools will enhance learning experiences

Elizabeth Ellis offers five tips for assessing and selecting digital education tools that will improve rather than distract from your teaching

Elizabeth Ellis

Arden University

A framework for guiding students in effective peer review to boost their learning outcomes

Guiding students to learn from each other through peer feedback

Sam Evans and David Collett share a framework to guide students in effective peer review to boost learning outcomes

Sam Evans, David Collett

Xi’an Jiaotong-Liverpool University

Advice on developing a pedagogy with care and compassion at its core

A pedagogy of kindness: the cornerstone for student learning and wellness

Fiona Rawle outlines a pedagogy founded on human connection, care and compassion that improves student learning outcomes

Fiona Rawle

University of Toronto Mississauga

Advice on why introducing time for reflection deepens undergraduates understanding of research methods

Creating time and space for reflection in undergraduate research methods

Adrian Lam offers insights on how keeping a weekly application diary helps enhance students’ reflections on the power and limits of research methods

Adrian Man-Ho Lam

The University of Hong Kong

A laptop, coffee and apple depict an unrealistic working from home set-up

Let’s embrace flexible learning as much as we have flexible working

Much like working from home, remote teaching and learning come with a range of benefits to learners if we just make room for them

Matt Jenner

FutureLearn

Guidance on building space into curricula for creative exploration and discussion of topics

Making space for creativity in higher education

Paul Moss explains why and how university tutors should create opportunities for creative exploration among students within their courses

Paul Moss

Adelaide University

Lessons from testing gamification strategies in online teaching

Gamification in the classroom: what have we learned?

Shuhan Li and Olivia Sun share what they learned when testing out gamification strategies and technologies to tackle challenges presented by online learning

Shuhan Li , Olivia Sun

Xi’an Jiaotong-Liverpool University

Pushing boundaries and having fun can be crucial ways to rediscover the joys of teaching in universities

Want to be a better teacher? My daughter showed me we need to play more

Testing silly ideas and pushing boundaries are crucial − and liberating − but universities must provide digital spaces where we can do so freely, says Andy Farnell

Andy Farnell

Visiting professor

Creative writing activities that help students develop their critical thinking skills

Creative writing to hone critical thinking

Parag Dandgey shares creative-writing activities designed to improve students’ critical-thinking skills by developing their understanding of multiple perspectives

Parag Dandgey

Xi’an Jiaotong-Liverpool University

Construction workers huddled over plans represent universities laying foundational steps for online learning

The foundational steps needed to advance online higher education post-Covid

The will to evolve is essential, followed by a technology-led approach to pedagogy, student engagement and interactivity, says Steve Davies

Steve Davies

University of South Wales, Learna

Advice on facilitating peer support among students in large online lectures

Embedding peer support among students in large online lectures

David Quinn explains how strategies that work in person to facilitate active participation and peer support among students can be adapted to large online lectures

David Quinn

The University of Edinburgh

Advice on teaching big classes by getting students doing rather than listening

Big-class energy: how to get large groups learning by doing, not just listening

Charlie Reis shares advice on successfully teaching large cohorts by getting students actively involved in learning activities rather than passively listening

Charlie Reis

Xi’an Jiaotong-Liverpool University

Why getting students' names right is important to creating an inclusive learning environment

Pronouncing students’ names correctly: the whys and hows

Xin Xu, Natasha Robinson and Niall Winters explain why correctly articulating students’ names is so important to an inclusive learning environment, and provide practical tips for pronouncing Chinese names

Xin Xu, Natasha Robinson, Niall Winters

University of Oxford

Advice on selecting the right ed-tech tools to support your teaching and learning

Enabling staff-student co-creation of experiential learning at scale

Simon Riley and Gavin McCabe share a reflective learning and assessment framework for staff and students to co-create experiential learning that is scalable and effective

Simon Riley, Gavin McCabe

The University of Edinburgh

Advice on teaching large classes to try and keep all students actively engaged in learning

Teaching at scale: reaching all your students in large classes

Heather McQueen explains how lecturers can fulfil their responsibility to facilitate learning for all students, particularly in large classes where individual student contact is minimal

Heather McQueen

The University of Edinburgh

Advice on methods that help improve group dynamics by encouraging communication

Group work: improving communication, participation and dynamics

Improving participation and communication among student peers facilitates more effective group work. Jonathan Sim offers three methods

Jonathan Sim

National University of Singapore

Advice on designing higher education to make the most out of in-person teaching alongside online instruction

Five shifts to consider for building a better learning environment

Kyriaki Papageorgiou outlines shifts in higher education that should help academics in designing more effective teaching and in recognising what areas need in-person instruction and what can be done online

Kyriaki Papageorgiou

Esade

Advice on how to approach hybrid teaching to overcome key challenges

Three tips for a future of hybrid teaching

Brad Chan offers three tips for making hybrid learning work for all, based on his experience teaching languages

Brad Chan

Yew Chung College of Early Childhood Education

Advice on what online teaching strategies developing during the pandemic should be kept long term

Never waste a good crisis: what to keep from pandemic teaching strategies

Flower Darby talks through the digital teaching skills and tools that instructors should hold on to, even after returning to campus, to enhance student learning and success

Flower Darby

Northern Arizona University

A framework for an equity oriented pedagogy that improves student grades

Equitable teaching that creates pathways to success for all students

Andrew Estrada Phuong and co-authors present a framework for an adaptive equity-oriented pedagogy that helps diverse students achieve better results

Andrew Estrada Phuong, Judy Nguyen, Fabrizio Mejia, Christopher Hunn, Dena Marie

University of California, Berkeley, Stanford University, Orinda Academy

Webinar discussion how to reduce student drop out rates in the context of the pandemic and online learning

Campus webinar: Innovative teaching

As we emerge from the pandemic, what innovations in online teaching have come about in the last year? Four experts in digital and teaching innovation from the UK and US discuss effective ways of teaching that harness new technological tools

Sarah Dyer, Dale Johnson, Agnes Kukulska-Hulme, Ian Turner

The University of Exeter, Arizona State University, The Open University, University of Derby

An example of how co-creation of curriculum content with students can work

Co-creation of curricula with students: a case study

Eric Tsui outlines a method he uses to enhance student learning through the co-creation of new scenarios for curriculum development in their discipline

Eric Tsui

The Hong Kong Polytechnic University

Text and computer code. We should stop fetishizing high-tech teaching and realise that reading is an optimal means of learning

The joy of text in a world of tech zealotry

Why do we fetishise high-tech teaching while denigrating reading as a second-rate learning style? asks Andy Farnell

Andy Farnell

Campus

Designing teaching activities which trigger an emotional response making key lessons easier to remember

How to design unforgettable class activities that help students learn better

These teaching techniques are designed to pique students’ emotions and lodge key lessons more firmly in their memories

Jonathan Sim

National University of Singapore

Proactive steps educators should take to better engage students in online learning

It’s not you, it’s me: taking responsibility for student engagement and interaction

Maia Forrester and Ian Lee share lessons in boosting student engagement and interaction when teaching online, based on their experience training medical educators

Maia Forrester, Ian Lee

The University of Edinburgh

Self directed learning is effective among Chinese students coming from a different educational and cultural context, research shows

Supporting self-directed learning across cultural boundaries

Academics from Xi’an Jiaotong-Liverpool University draw on their research showing the Western teaching model based on ‘self-directed learning’ is effective among Chinese students coming from different educational and cultural contexts

Qian Wang , Chang Xiong, Jiajun Liu

Xi’an Jiaotong-Liverpool University

A diverse group of students requires a diverse range of learning opportunities, an approach that is championed by universal design for learning

Flexibility is key if we want students to connect with their studies

Universal design for learning not only embraces diversity, it also uses it as the basis for providing choice in how students learn – and succeed, says Lillian Nave

Lillian Nave

Appalachian State University

Advice on fostering collaboration among students more used to competing

How to foster collaboration among students trained to compete

Collaboration is a vital life skill but can be challenging after an education infused with competition at every step. Jie Zhang, Qing Ye and Steven Bateman explain how they overcome this when setting group work

Jie Zhang, Qing Ye, Steven Bateman

Xi’an Jiaotong-Liverpool University

Advice on using coaching to guide students to find their own solutions

The answer is not always the solution: using coaching in higher education

May Lim explains why academics should refrain from always giving students immediate answers and instead apply coaching techniques that guide learners to problem-solve and reach their own conclusions

May Lim

Singapore Institute of Technology

Advice on preparing students so they get the most out of the flipped classroom model

How to induct students into the flipped-classroom model

Jonathan Sim explains how he has designed learning activities to ensure students complete the preparation work necessary to get the most out of the flipped-classroom model

Jonathan Sim

National University of Singapore

Too many devices. Should we be training lecturers to deal with shortened attention spans?

Should lecturers be trained to deal with shortening attention spans?

Would my life be easier if I had received explicit guidance in how to deliver content in TikTok-length pieces? asks Katie Davis

Katie Davis

University of Washington

Providing useful feedback on online assignments and continuity in course design and delivery

Online teaching insights, part five: Online feedback and continuity

Insights and lessons on effective tools and techniques to improve online teaching, put together by faculty spanning dozens of disciplines at the American University in Cairo

Hoda Mostafa, Maha Bali

American University in Cairo

Examples of online activities and tools that encourage collaborative learning

Engaging students in collaborative learning tasks online

Diana Laurillard presents ideas and tools for students to create their own digital products as part of a collaborative learning task

Diana Laurillard

UCL

Faculty insights and advice on recording lectures and online course management

Online teaching insights, part four: Course management and recording lectures

Insights and lessons on effective tools and techniques to improve online teaching put together by faculty spanning dozens of disciplines at the American University in Cairo

Hoda Mostafa, Maha Bali

American University in Cairo

Balancing compassion with high expectations for better learning outcomes

Expectation and compassion: two sides of the coin for successful learning outcomes

Celia Ann Evans explains how instructors can balance compassion with high expectations to guide students to better learning gains

Celia Ann Evans

Cornell University

Advice on digital methods of formative assessment which aid deep learning

Digital methods of formative assessment that boost learning

Diana Laurillard presents strategies for effective formative assessment when teaching online

Diana Laurillard

UCL

Advice on managing workloads and stress among students and faculty

Online teaching insights, part three: managing workload issues and stress

Insights and lessons on effective tools and techniques to improve online teaching put together by faculty spanning dozens of disciplines at the American University in Cairo

Hoda Mostafa, Maha Bali

American University in Cairo

How to use a free online learning design tool which applies the Conversational Framework to build courses

Applying the Conversational Framework using an online learning design tool

Diana Laurillard talks through how to use a free online learning design tool which applies the Conversational Framework to build courses using the six key learning types

Diana Laurillard

UCL

Insights on tools and techniques to improve online teaching from dozens of faculty at the American University in Cairo

Online teaching insights, part two: participation and breakout rooms

Insights and lessons on effective tools and techniques to improve online teaching put together by faculty spanning dozens of disciplines at the American University in Cairo

Hoda Mostafa, Maha Bali

American University in Cairo

Insights on tools and techniques to improve online teaching from dozens of faculty at the American University in Cairo

Online teaching insights, part one: social connection and listening

Insights and lessons on effective tools and techniques to improve online teaching, put together by faculty spanning dozens of disciplines at the American University in Cairo

Hoda Mostafa, Maha Bali

American University in Cairo

Difficult and emotional course content is easier to digest through non-linear, asynchronous delivery

Online micro-learning can transform the teaching of sensitive topics

Non-linear course design means that emotive and uncomfortable content can be paused or skipped and returned to another time, says Gemma Ahearne

Gemma Ahearne

University of Liverpool

Maintain a level of consistency throughout an online course to aid student learning

Fostering module consistency to aid learning

Maurice Kinsella and John Wyatt explain how to keep a level of consistency throughout course modules that helps students achieve the desired learning outcomes

Maurice Kinsella, John Wyatt, Niamh Nestor

University College Dublin

Sharing knowledge and becoming 'intellectually dependable' are intertwined and should be placed at the forefront of education

Teaching students to think for themselves is not enough

The critical thinking ideal is too individualistic and self-focused − students must learn to help others think well, too, says T. Ryan Byerly

T. Ryan Byerly

University of Sheffield

How to use visual media to spark inquiry based learning online

How to use visual media to spur inquiry-based learning online

Nataša Lacković talks through an image-based concept inquiry cycle she has developed to use visual media as a learning tool online

Nataša Lacković

Lancaster University

1 ...12 13