What are the four key skills required of learning designers or instructional designers?
Let’s talk about the skills required of learning designers, or instructional designers. Context makes all the difference. Learning design in
How is leadership in higher education responding to changing notions of autonomy and accountability?
With the disruption to delivery models, timetables, and staff and student expectations in the last 18 months some institutions are struggling to maintain their faculty’s motivation and commitment. Some are wrestling with changing notions of autonomy and accountability.
University Learning and Teaching Strategies Post-Covid
One characteristic of a four to five year Learning and Teaching Strategy (LTS) is that it should require a complete
Academic Professional Development, Conferences, Workshops, Meetings, e-learning, Higher Education, International, Learning Design, Tertiary Education
Is the Future of Education Inevitably Going to be Digital First?
The FLANZ webinar ‘Is the Future of Education Inevitably Going to be Digital First?’, held 6th November 2020, was a
-, Academic Professional Development, Conferences, Workshops, Meetings, Higher Education, Learning Design, Tertiary Education, Theoretical Perspectives, Thoughts, Idle and otherwise
Designing Pathways: which way to innovation?
We need to continue to move away from seeing tertiary education as the imparting knowledge and see it rather as
The student is at the centre of the educational process (Interview)
I have been rather busy of late, so this is a rather delayed post from an interview done in June
Approaching learning and teaching from different perspectives
This presentation was prepared in the first months of the Covid pandemic to argue that educational designers would be vital
Academic Practice
How to engage and support students online
Launch Adobe Presenter. You may need to advance a slide to trigger download. EDEN Webinar April 2020 Adobe Presenter
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