Naming students is even more crucial in online classes
Naming learners fosters a community in which the teacher is clearly all in and focused on individual members in the unique, shared space of the online classroom
April 26, 2022
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In-person teaching now needs to be justified
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?
April 26, 2022 -
Making research metrics work for you, part two
Steps you can take to improve your research data and elevate the visibility of your work, in part two of Ioannis Glinavos’ advice on managing metrics
April 26, 2022 -
Beyond the limits of the LMS: ways to communicate effectively with students
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
April 25, 2022 -
Lifelong learning needs a reboot – here’s how to do it
Instead of untangling a miscellany of education products, lifelong learners should find the structure and purpose of their degree continues into their professional life
April 25, 2022 -
Asynchronous communication strategies for successful learning design partnerships
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
April 25, 2022 -
Balancing student data collection and privacy protection
Increased scrutiny of universities as keepers of valuable data means institutions need to be well versed in data protection responsibilities. Andy Phippen offers key aspects to consider
April 22, 2022 -
Students are different, so why are you still teaching them all the same way?
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
April 22, 2022 -
Why you should write feedback to your students before they’ve submitted
Starting at the end seems counterintuitive, but anticipating student strengths and weaknesses and automating your responses comes into its own for large cohorts
April 22, 2022 -
Developing a faculty-IT partnership for seamless teaching support
A simple way to ensure quicker and more transparent handling of technical hiccups that builds trust between teaching faculty and IT teams, explained by Xin Bi
April 22, 2022 -
New approaches to academic integrity in a digital world
The shift to remote and blended learning has created opportunities for academic dishonesty. But universities can make use of digital tools to combat attempts at misconduct
April 21, 2022 -
It’s time for teachers to assert their professional opinions on learning delivery
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?
April 21, 2022 -
How to prepare and protect your institution against a future cybersecurity attack
It’s not a matter of if your institution will be hit by a cyberattack but when. Adrian Ellison shares some key actions for universities to better prepare for the inevitable
April 21, 2022 -
Teaching history in the 2020s: how can Subject Benchmark Statements help?
The QAA’s Subject Benchmark Statements can help guide the teaching of specific disciplines. Elaine Fulton explains how to use the recently updated statements to enhance history teaching in a decade fraught with challenges
April 21, 2022 -
Don’t forget that the ‘academic’ and the ‘vocational’ are deeply intertwined
It’s not enough to focus solely on academic mission, but neither is it enough to think of universities as little more than training schools, says Sir Chris Husbands
April 20, 2022