Diana Laurillard talks through how to use a free online learning design tool which applies the Conversational Framework to build courses using the six key learning types
Insights and lessons on effective tools and techniques to improve online teaching put together by faculty spanning dozens of disciplines at the American University in Cairo
Younger people are geared towards digital channels, so they’re more likely to engage with innovative, online training as part of their studies, says Harminder Matharu
Bronwen Swinnerton and James Pickering outline the steps all universities should take to ensure ethical and transparent collection and use of student data via ed-tech platforms
Rebecca Ferguson presents useful guidelines and frameworks for using learner analytics safely and effectively to inform improvements to teaching and student services
Our first-year university students might have received no education on cybersecurity since the age of 13, say Andy Phippen and Emma Bond
Natalie Kopytko provides practical tips to address student well-being via online teaching practices that can also benefit faculty
Simple actions can help avoid common pitfalls in the design and execution of online team meetings, say Rob Angell and Ben Marder
Insights and lessons on effective tools and techniques to improve online teaching, put together by faculty spanning dozens of disciplines at the American University in Cairo
There’s much interest in how many times students access the VLE or complete online tasks, but that only provides part of the picture, says Linda Kaye
Developing an ‘explorer mindset’ can help faculty and students build resilience by moving from fear to curiosity, as Portia Hickey explains
Non-linear course design means that emotive and uncomfortable content can be paused or skipped and returned to another time, says Gemma Ahearne
Mohammed Rehman explains what steps universities should take to educate staff and students about cybersecurity and how to protect themselves when teaching and learning online
Universities wasted a lot of time developing individual online transition resources last year. Let’s not make the same mistake again, says Donna Murray
Maurice Kinsella and John Wyatt explain how to keep a level of consistency throughout course modules that helps students achieve the desired learning outcomes