First posted on Substack The AI arms race still rages. Students will identify AI writing support tools, educators will rearm themselves with AI-aware plagiarism-detection software, and students will source apps that can bypass the detection software. Institutions are increasingly prioritising
What impact is flexible learning having on learners from K-12 through to professional development? New Zealand has remarkably high levels of digital access across the population. Why aren’t we out performing other countries in educational measurements? This piece serves to
There is a looming skills deficit across all disciplines currently being taught in Universities today. The vast majority of degree programmes are, at best, gradual evolutions of what has gone before. At their worst they are static bodies of knowledge
Have you got some time for professional development over the holiday period? Or do you have colleagues or design teams working on course designs over the holiday period? Anyone who has ever tried to assess or teach to poorly learning
Transcript: Welcome all. Please feel free to share this with colleagues. If you think it would be of interest to them. So, today I want to talk a little bit about why it’s important to plan your sessions. This is
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
Te Pūkenga (https://tepūkenga.ac.nz), the centralised vocational tertiary organisation in New Zealand created in the last two years, represents an exciting opportunity to create a new way of conceiving of the learner experience. A learning experience based on learner choice, learner
Ten years ago, in 2011, I wrote a blog entitled ‘there’s no such things as blended learning’, which essentially suggested that all learning experiences are blended to some extent, making the term irrelevant. Since then, the boundaries between contexts, technologies
Let’s talk about the skills required of learning designers, or instructional designers. Context makes all the difference. Learning design in a face-to-face University context looks very different from an online instructional designer working in a government department or commercial enterprise.
One characteristic of a four to five year Learning and Teaching Strategy (LTS) is that it should require a complete re-write when it comes up for renewal. Given the inevitable pace of change, any remotely ambitious strategy is likely to