Flexible Learning and the Policy Challenges
What impact is flexible learning having on learners from K-12 through to professional development? New Zealand has remarkably high levels […]
Theoretical Perspectives
Plagiarism: desperately in need of redefinition in the age of generative AI.
The vernacular definition of plagiarism is often “passing off someone else’s work as your own” or more fully, in the
Empower Learners for the Age of AI: a reflection
During the Empower Learners for the Age of AI (ELAI) conference earlier in December 2022, it became apparent to me
Metaverse explained for University Leaders: What is currently possible within the Metaverse? 2/4
I am not selling anything here. That should be self-evident given that my answer to the question “what is currently
How do you define hybrid, or hyflex, learning?
I struggled recently to define hybrid learning to a client. They asked how they could go about creating ‘hybrid learning’
Very Brief Overview of ‘Innovating Pedagogy 2022’
This very brief summary is in no way to be taken as a substitute for reading the full report, or
Teaching about existential threats: why we need to teach concepts, not just facts.
It has now been more than four months after Russia’s invasion of Ukraine and I have been thinking how badly we need to be teaching about existential threats. I think we need to develop a curriculum that is open to contemporary real world challenges.
Why I am not a social-constructivist
I have never believed in social-constructivism. At least not the way the educational anthropologists’ definition of the phenomena has been
Why there is no place for self-directed learning in formal and non-formal education
I have a problem with the use of the term ‘self-directed learning’. Or more precisely, the misuse of the term,
-, Academic Professional Development, Conferences, Workshops, Meetings, Higher Education, Learning Design, Tertiary Education, Theoretical Perspectives, Thoughts, Idle and otherwise
Designing Pathways: which way to innovation?
We need to continue to move away from seeing tertiary education as the imparting knowledge and see it rather as