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
I have been rather busy of late, so this is a rather delayed post from an interview done in June
I believe it is important to design learning from the learners perspective. That means learning that is both relevant, meaningful
While many of us cringe at the sound of our own voice and hate seeing ourselves on film, witnessing, and
This seven-minute video (originally generated as a Podcast produced in 2015) provides a quick overview of 8 ways designers of
This is a walkthrough of the basics of discussion forums (Moodle, but principles apply). This was recorded in 2015. Please
This article is one in a series of reflections on strategic directions in higher, vocational and professional education. It is
Colleague interested in designing modules and programmes that enable a full range of skills development across domains (cognitive, affective, psychomotor,
(Coaching is available for direct entries for Fellowship. Contact me to discuss) Following these brief overview of the nature of
Workshop aligned to UKPSF A5, K5, K6, V3 It may seem strange to design our evaluation structures before we have
Student expectations are serious constraints on imaginative assessment processes. Students are taught through their educational experience that ‘final grades matter’