There are many courses out there that do a great job of teaching manual, dexterity and physical capabilities. From bricklaying, hairdressing, to gas-fitting, there are course that are focussed around manual processes. However, there are huge numbers of graduates from
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.
We need to continue to move away from seeing tertiary education as the imparting knowledge and see it rather as developing the skill of all students to be able to decide which learning pathways best suits their context, prior experience
I have been rather busy of late, so this is a rather delayed post from an interview done in June 2020 with SRCE, the Croatian National e-Learning Centre. The Interview appears under the title “Student je središte obrazovnoga procesa”, which
I believe it is important to design learning from the learners perspective. That means learning that is both relevant, meaningful and motivating but also that is realistic and feasible within an agreed timeframe. This is a very brief explanation for
While many of us cringe at the sound of our own voice and hate seeing ourselves on film, witnessing, and reflecting upon, your own teaching performance is invaluable as a teaching enhancement technique. This brief video (1’20”) introduces the concept
https://youtu.be/Q-7felRll-g This seven-minute video (originally generated as a Podcast produced in 2015) provides a quick overview of 8 ways designers of educational material can ensure clarity for their students. Each is applicable to the development of distance online materials as
This is a walkthrough of the basics of discussion forums (Moodle, but principles apply). This was recorded in 2015. Please view it as an overview of how to approach developing meaningful seed questions and to think about your moderation strategy.
This article is one in a series of reflections on strategic directions in higher, vocational and professional education. It is written with an audience of senior managers in learning organisations in mind. It is part one of eight. Each section
Colleague interested in designing modules and programmes that enable a full range of skills development across domains (cognitive, affective, psychomotor, interpersonal and metacognitive) will hopefully find this short video resource useful. Feel free to share with colleagues on PGCerts. It