Designing Engaging Learning Opportunities Workshop aligned to UKPSF A1-A2, K1-K4, V1 The third element in a constructively aligned course design […]
Courses available here Workshop available aligned to UKPSF A1, A4, A5, K2, K3, K6, V1-V4 This post is a shortened
There are five key considerations we should take into account as we either work with media in our learning
This 33-minute presentation is from a session delivered to an internal audience of colleagues on my final day at BPP University
Our learning programmes are designed to reflect our institutional specialisms and priorities, to play to our strengths. Sometimes we risk forgetting that
This an introduction to a new resource being shared on this website, the 8-Stage Learning Design Framework, or 8-SLDF for short.
This morning’s short coffee note identifies some of the functions, and their advantages, in establishing ‘enhancement circles’. For faculty working in a less
I thought I would share some cross-platform videos which reflect whatever is on my mind professionally each morning. Shot in
There is a wealth of literature that describes the purposes of providing feedback as part of the learning process in
There are social conventions, unwritten rules, around feedback in a formal education setting. Most students associate feedback as coming from
In response to a question from a client, I put together this short video outlining four types of assessment used
(Coaching is available for direct entries for Fellowship. Contact me to discuss) The majority of academic staff in the United
[See Courses on Using Educational Taxonomies] I believe a sound learning design process should ensure students experience all five domains
[See Courses on Using Educational Taxonomies] The vast majority of employers ask that new employees, notably graduates, be effective communicators;
A conference with the same title, held between 10-13 September 2017, at the Université du Luxembourg’s Belval Campus, Esch-sur-Alzette, was
[See Courses for Educational Taxonomies] Recently I have been advising colleagues on how they should write Intended Learning Outcomes across
Some recent work with programme designers in other UK institutions suggests to me that quality assurance and enhancement measures continue
[See Courses on Educational Taxonomies] We hear much about the changing world of work and how slow higher and professional