Some quick tips on how to engage students and manage your interventions in online discussion forums. Faculty unfamiliar with supporting […]
This six-minute screencast (6’06”) is a top-level set of guidelines for developing effective teaching materials. For some, it may feel
This ten-minute video (10’17”) is a series of screen captures from live synchronous webinars taught using Adobe Connect (2015). It
Short vodcast (3’25”) outlining four dimensions to the choices of media that IDs and academic faculty might consider as they
Strategic Directions in Higher, Vocational and Professional Education: Exploring Contexts
This article is one in a series of reflections on strategic directions in higher, vocational and professional education. It is
See Courses “Why do I need to worry about manual skills? I teach history/French/maths…”. My answer is simple. What tools are
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
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
(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
A conference with the same title, held between 10-13 September 2017, at the Université du Luxembourg’s Belval Campus, Esch-sur-Alzette, was
I had the pleasure of working with 9 heritage professionals on Wednesday 7th September at thestudio in Birmingham on a
[See Courses for Educational Taxonomies] Recently I have been advising colleagues on how they should write Intended Learning Outcomes across