How to communicate with students in the online environment in effective and creative ways that go beyond relying on the learning management system, described by Kris Erskine
Instead of untangling a miscellany of education products, lifelong learners should find the structure and purpose of their degree continues into their professional life
Asynchronous communication that builds rapport among university course designers and external edtech providers, explained by Rae Mancilla and Nadine Hamman in the first part of a series looking at strategies for successful learning design partnerships
Increased scrutiny of universities as keepers of valuable data means institutions need to be well versed in data protection responsibilities. Andy Phippen offers key aspects to consider
We know that a one-size-fits-all approach doesn鈥檛 really work. Adriana Plata-Marroquin and Leticia Casta帽o offer tips on implementing differentiated instruction
Starting at the end seems counterintuitive, but anticipating student strengths and weaknesses and automating your responses comes into its own for large cohorts
A simple way to ensure quicker and more transparent handling of technical hiccups that builds trust between teaching faculty and IT teams, explained by Xin Bi
The shift to remote and blended learning has created opportunities for academic dishonesty. But universities can make use of digital tools to combat attempts at misconduct
Isn鈥檛 it odd that teachers are often just passive users of whatever tech product is selected for them rather than designers of and collaborators in edtech adoption?
It鈥檚 not a matter of if your institution will be hit by a cyberattack but when. Adrian Ellison shares some key actions for universities to better prepare for the inevitable
The QAA鈥檚 Subject Benchmark Statements can help guide the teaching of specific disciplines. Elaine Fulton explains how to use the recently updated statements to enhance history teaching in a decade fraught with challenges
It鈥檚 not enough to focus solely on academic mission, but neither is it enough to think of universities as little more than training schools, says Sir Chris Husbands
Lessons on the mechanics of bringing faculty together to teach a multiple-section class using the activeflex learning model, by Morgan Stanford
Designing marking rubrics that provide guidance but with enough flexibility for students to demonstrate knowledge and skills in multiple ways is a difficult balancing act. Paul Moss explains how it can be done
Employers want talent to jump right in and fulfil new tasks without a lot of coaching. Project-based learning will help prepare students for this new way of thinking and working