How to engage and support students online
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Academic Practice
April 2020
How to Engage and Support Students Online: EDEN Webinar 27th April 2020
On April 27th I had the pleasure of sharing a virtual platform with Alan Tait (Open University UK), hosted by
-, Academic Practice, Academic Professional Development, e-learning, Higher Education, Learning Design, Tertiary Education
Working with Notional Study Hours (NSH) or “How much is enough?”
I believe it is important to design learning from the learners perspective. That means learning that is both relevant, meaningful
Academic Practice, Academic Professional Development, Assessment, e-learning, Higher Education, Learning Design, Tertiary Education
Designing Courses: Thinking about Programming Assessments (5’52”)
In this short video (5’52”), Simon touches on three basic principles of programming assessments. The first is that it should
Academic Practice, Academic Professional Development, Assessment, Higher Education, Learning Design, Tertiary Education
Designing Courses: Assessment for Learning (10’22”)
This short lecture (10’22”) presents the fundamentals of assessment for learning. Often referred to as formative assessment, I prefer
Academic Professional Development
Designing Courses: Surface, Deep and Strategic Learning (13’16”)
This short lecture covers the essential details of deep, surface and strategic learning as described by Marton & Säljö. (1976).
Academic Professional Development, Conferences, Keynotes
Education Keynotes: Curriculum Change -2009 (8’31”)
This excerpt (8’30”) is from the ‘wrap-up closing keynote delivered by Simon Atkinson at the Estonian e-Universities Conference held in
Academic Practice, Academic Professional Development, Assessment, Higher Education, Teaching Practice, Tertiary Education
Designing Courses: Assessment – First Principles (9’38”)
In this short lecture (9’38”), Simon outlines the basic structure of sound assessment. Describing reliability, validity, and fairness in assessment
Academic Practice, Academic Professional Development, Higher Education, Teaching Practice, Tertiary Education
Teaching Enhancement Toolkit: Simple 5 Step Lesson Plan
Lesson planning is more structured in K-12 and professional contexts than in most higher education institutions. This is disappointing because
-, Academic Practice, Academic Professional Development, Higher Education, Teaching Practice, Tertiary Education
Teaching Enhancement Toolkit: Micro-Teaching
While many of us cringe at the sound of our own voice and hate seeing ourselves on film, witnessing, and
Academic Practice, Higher Education, Teaching Practice, Tertiary Education
Teaching Enhancement Toolkit: In-Class Evaluation (2’18”)
One element in any teacher’s enhancement toolkit is the evaluative comments provided to you from your students. Usually, these are
Academic Practice, Academic Professional Development, Constructive Alignment, e-learning, Higher Education, Learning Design, Tertiary Education
Designing Courses: Importance of Learning Outcomes
Course: Designing Effective Intended Learning Outcomes (August 2022) This brief video (2’07”) is a reminder of the structural support that
Academic Practice, Academic Professional Development, Constructive Alignment, e-learning, Higher Education, Learning Design, Tertiary Education
Writing Good Intended Learning Outcomes
A brief explanation (2’22”) of the central importance of designing well-structured intended learning outcomes for courses. Five domains of learning,
Academic Practice, Academic Professional Development, e-learning, Higher Education, Learning Design, Tertiary Education
‘Just’ get your courses online…Really?
Originally Posted to LinkedIn on Thursday 2nd April. Change is often difficult. Actors who were adored as Vaudeville artists,
Academic Practice, Academic Professional Development, Higher Education, Learning Design, Tertiary Education
Designing Courses: co-authorship with peers and students (5’30”)
You are not alone! If you are faced with putting an existing course online for the first time, see it