University course design and delivery

How to design in-person, hybrid and online courses that maximise student engagement, inclusion and learning. Here, you can find advice on instructional design including lesson planning, creation and organisation of educational materials and effective use of digital technologies; as well as teaching methods and styles to help you achieve specific learning outcomes.

Image depicting a student sitting on top of a pile of books while working on a computer

Personalised learning in higher education: laying the foundations

A more personalised approach to higher education provision should empower students to learn at their own pace in ways that suit their specific needs, as Chitisha Gunnoo explains

Chitisha Gunnoo

Middlesex University Mauritius

A student playing the part of a teacher to represent the revolving roles pedagogy

Revolving roles: creating inclusive, engaging, participant-led learning activities

‘Revolving roles’ is a simple, adaptable method for designing learning activities that challenge and change conventional ‘leader’ and ‘participant’ responsibilities, embrace students’ diverse needs, and develop their unique attributes, as Pablo Dalby explains

Pablo Dalby

The University of East Anglia

Image depicting US interstate connections

Developing interstate course sharing to boost graduation rates

Expanding course sharing between higher education institutions in different US states would help students pursue more flexible learning pathways and transfer credits to complete their studies and secure a degree, as Jay Field explains

Jay Field

Quottly

In-person teaching now needs to be justified

If we take the same critical lens to in-person learning as we once did to online, rationalising our need for the former, how much better could we make our teaching?

Stephen Dann

Australian National University

Image depicting ways to communicate effectively with students

Beyond the limits of the LMS: ways to communicate effectively with students

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

Kris Erskine

Athens State University

Image representing communication between different members of a team

Asynchronous communication strategies for successful learning design partnerships

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

Rae Mancilla , Nadine Hamman

University of Pittsburgh, University of Cape Town

Think differently. University students bring different things to the table so academics should use differentiated instruction to reach them all

Students are different, so why are you still teaching them all the same way?

We know that a one-size-fits-all approach doesn’t really work. Adriana Plata-Marroquin and Leticia Castaño offer tips on implementing differentiated instruction

Adriana Plata-Marroquin , Leticia Castaño Sánchez

Tecnológico de Monterrey

Edtech needs to be chosen and designed by actual educators

It’s time for teachers to assert their professional opinions on learning delivery

Isn’t 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?

Benjamin Tak Yuen Chan

Hong Kong Metropolitan University

Lecturer recording a lesson for an ActiveFlex course taught online and in person

The mechanics of teaching a multi-section “activeflex” course

Lessons on the mechanics of bringing faculty together to teach a multiple-section class using the activeflex learning model, by Morgan Stanford

Morgan Stanford

Athens State University

A lecturer marking dozens of assignments

A step-by-step guide to designing marking rubrics that will save hours of time

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

Paul Moss

University of Adelaide

A group of school children learning about recycling

Tips for creating open access digital courses focused on tackling the climate crisis

Tips on how to develop, design and deliver open access digital education resources to help educate wider audiences about the climate crisis, by Erika Warnatzsch

Erika Warnatzsch

The University of Edinburgh

An image depicting hybrid or hyflex learning as a blend of online and in-person teaching

Hyflex learning: what, why and how

Hyflex programmes can extend higher education to a much wider pool of students, through flexible, accessible learning. Johnny Lee explains how institutions can roll out hyflex learning so staff and students feel the benefits

Johnny Lee

Ravensbourne University London

illustration of woman with wrench watching a practical demonstration on a screen

Using vicarious experiences online to engage and motivate students

Vicarious experiences can be harnessed in remote and blended learning to foster both the ‘skill and the will’ of students. Roma Forbes outlines how to do it

Roma Forbes

The University of Queensland

Creating interactive online learning that keeps students engaged

Boosting student engagement in an online learning environment

Lack of student engagement creates challenges when language learning moves online. Yuyang Zhao explains how to create an interactive environment that helps mitigate some of the key issues

Yuyang Zhao

Xi’an Jiaotong-Liverpool University

Image of people learning in different modalities - online, in-person and hybrid learning

The evolution of activeflex learning: why and how

The evolution of activeflex learning as a way to keep students engaged online, and how to overcome problems when using this teaching model, by Mark Gale

Mark Gale

Athens State University

A student learning online during a hyflex class session

Classroom management strategies to enhance hyflex learning

Effective classroom management strategies that keep students engaged during hyflex courses, by Letitia Bergantz

Letitia Bergantz

Athens State University

Advice on where technical assistance is most needed for ActiveFlex courses

Three priority areas for technical assistance in hyflex and activeflex teaching

Effective technical support is a key component in ensuring instructors and students enjoy a positive learning experience in an activeflex format. Grayson Simmons explains where this support should be focused

Grayson Simmons

Athens State University

Designing effective reinforcement activities for university teaching in person and online

How to design effective reinforcement activities for activeflex courses

How to effectively design reinforcement activities for the activeflex course to maximise student engagement, by Joy Oettel

Joy Oettel

Athens State University

Building blocks of elements of education

Deep and meaningful learning: taking learning to the next level

Explicitly linking prior knowledge and experience is key in engaging students in deep learning and transitions them away from passivity in learning

Alexandra Osika, Stephanie MacMahon, Jason M. Lodge, Annemaree Carroll

The University of Queensland

Make mathematics fun and easy to learn for university students

Make mathematics fun and engaging by creating a warm and welcoming class environment and applying lessons to real-life contexts, Pattama Sornkao explains

Pattama Sornkhao

Siam University

Tips for engaging online learners using group activities to increase their sense of belonging

Engaging online learners using group activities

Online learning can leave students feeling lonely and disengaged. Tracy DeCicco explains how incorporating group activities into coursework can get them re-engaged with the materials – and each other

Tracey DeCicco

Athens State University

Learning challenge and difficulty: calm seas do not make skilful sailors

Five strategies for university teachers to encourage students to use challenge, struggle and safe failure for effective long-term learning

Alexandra Osika, Stephanie MacMahon, Jason M. Lodge, Annemaree Carroll

The University of Queensland

Learning to learn and higher-order thinking: it’s not just what to learn but how to learn

Through deconstructing the thought processes that occur during learning, students understand how they learn and therefore learn more effectively

Alexandra Osika, Stephanie MacMahon, Jason M. Lodge, Annemaree Carroll

The University of Queensland

Interactive learning: more than teamwork makes the dream work

Educators can engineer, harness and guide social dynamics towards a positive learning experience rather than leaving students’ interaction to chance

Alexandra Osika, Stephanie MacMahon, Jason M. Lodge, Annemaree Carroll

The University of Queensland

Advice on guiding students through four modes of analysis to aid informed decision making

Thinking in action: training students in decision-making

Four interrelated modes of analysis that support informed decision-making, and how to teach them, by Adrian Man-Ho Lam

Adrian Man-Ho Lam

The University of Hong Kong

Advice on using online and blended learning tools to teach data science skills

Using online and blended learning tools to teach data science skills

Advice on teaching data science skills using online and blended learning tools and resources, by Philip Leftwich

Philip Leftwich

The University of East Anglia

More university students require or prefer self-directed learning, and academics must be ready to provide it

Things to consider when designing a self-directed course model

With increasing numbers of students learning remotely and showing high levels of independence, the ability to offer self-directed courses is more important than ever

Blanca Benavente , Estela Murrieta

Tecnológico de Monterrey

Advice on why and how to bring movement into your classes to improve learning outcomes

Why and how to bring physical movement into the classroom

There are multiple benefits to bringing regular movement into the classroom, research shows. Stephen Braybrook lists the concerns that prevent educators from doing so, and offers guidance to overcome them

Stephen Braybrook

Brain Move

Advice on delivering efficient and effective feedback that helps students learn and

Making feedback effective for your students and efficient for you

Effective feedback is vital to aid students’ learning and progress but must be managed in a way that is realistic for professors’ workloads. Loïc Plé shares his tips

Loïc Plé

IÉSEG School of Management

Key considerations for designing a university curriculum

Shaping a curriculum framework: the fundamental principles

Adrian Lam outlines a list of fundamental principles for consideration when shaping a curriculum framework

Adrian Man-Ho Lam

The University of Hong Kong

illustration of outline of heads showing different emotional states, detail, emotions and learning

Emotions and learning: what role do emotions play in how and why students learn?

If educators understand the factors that interplay with emotional states to affect learning, they can work with this to enhance the learning experience. Here are six strategies to manage the role of emotions in learning

Alexandra Osika, Stephanie MacMahon, Jason M. Lodge, Annemaree Carroll

The University of Queensland

Advice on moving from printed to digital teaching materials to improve student engagement and sustainability

How using digital workbooks can increase student engagement and help institutions go green

How to move from printed to digital workbooks rich with interactive content such as audio, video and quizzes, to improve online learning outcomes while boosting sustainability

Yan Wei, Paul Tuck

Xi’an Jiaotong-Liverpool University

How to address breakout room anxiety: advice for teaching academics

Four ways to address breakout room anxiety

Ari Badlishah draws on her recent experience completing a master’s degree largely online to offer advice on how educators can help minimise students’ anxiety about virtual breakout rooms

Ari Badlishah

The University of Edinburgh

Red squirrel and hazelnut illustrating video about teaching statistics with storytelling

Using storytelling to make introductory statistics less scary: a contextualised approach

Carl Sherwood explains how imaginative, contextualised writing tasks can make mathematical concepts less abstract and more engaging for diverse student groups

Carl Sherwood

The University of Queensland

Tips for creating digital university modules

How to design and incorporate a digital module

Digital modules lend themselves well to competency-based training. Adela Vega and Laura Castillo offer a guide to designing and incorporating them into a digital learning experience

Adela Vega, Laura Castillo

Tecnológico de Monterrey

Advice on adapting courses to teaching online using small chunks of material

Non-linear approaches to course structure that improve learning

Breaking up teaching content into chunks that can be repeatedly revisited offers educators a non-linear approach to learning. Chris Jones shares advice for designing online courses

Chris Jones

Pearson College London

Advice on the key steps to design and deliver effective microcredentials that meet diverse learner needs

Three steps to developing useful microcredentials

The key considerations for developing an effective microcredentials portfolio that meets the needs of diverse learners and employers

Natcha Thawesaengskulthai, Bajinder Pal Singh , Warinya Chemnasiri , Pietro Borsano

Chulalongkorn University

Young woman works on engineering planning project, contextual learning, HELF

Contextual learning: linking learning to the real world

Experience in the professional world can set your students up for a seamless transfer from higher education to the world of work

Alexandra Osika, Stephanie MacMahon, Jason M. Lodge, Annemaree Carroll

The University of Queensland

Learning as becoming, lifelong education, holistic approach, HELF framework

Learning as becoming: what do students become as a result of their higher education experience?

A learning framework can help students understand their transition from higher education to the professional world as well as support their holistic experience of university life

Alexandra Osika, Stephanie MacMahon, Jason M. Lodge, Annemaree Carroll

The University of Queensland

Advice on presenting live coding 'labs' as a series of short videos which take students through the problem step by step

Video makes the coding star: teaching problem-solving in bite-sized chunks online

Aidan McGowan explains how converting practical coding ‘labs’ into a series of short videos taking students through the problems step-by-step has improved learning outcomes

Aidan McGowan

Queen’s University Belfast

Advice on using popular culture to demonstrate concepts to students in relatable ways

Squid pro quo: using Squid Game to engage economics students

Wayne Geerling explains how economics lecturers can draw on popular culture to demonstrate key concepts in a more relatable way that aids understanding, taking ‘Squid Game’ as an example

Wayne Geerling

Monash University

Advice on steps instructors can take to encourage equitable group dynamics among students

Supporting equity among students in group work

Natasha Holmes and Kira Treibergs share strategies for preventing implicit biases affecting student group dynamics, and facilitating productive and equitable teamwork

Natasha Holmes , Kira Treibergs

Cornell University

Advice on developing online courses using ABC Learning Design as your framework

Easy as ABC: design an online course in 90 minutes

Want to create an online course but not sure where to start? Lizzy Garner-Foy shares tips on how to create engaging online learning using a quick, easy method: ABC Learning Design.

Lizzy Garner-Foy

The University of Edinburgh

Tree growing out of book illustrating storytelling-based assessment task CLEAR-JEs

How to use storytelling-based assessment to increase student confidence

Carl Sherwood explains how to set up an authentic assessment task using students’ own contextualised writing

Carl Sherwood

The University of Queensland

Laptop and glowing light bulb illustrating resource about matching tech to learning outcomes

Using the right technology at the right time in the flipped classroom

Course design that matches ed-tech with learning outcomes can allow students to learn from their mistakes and develop resilience

Laura Sokal

University of Winnipeg

Advice on developing early college programmes which improve higher education outcomes for students from underrepresented group

How to design early college programmes that foster success for under-represented students

David Dugger explains what an early college programme should focus on in order to improve outcomes for students from under-represented groups

David Dugger

Eastern Michigan University

Outdated thinking has held back universities and higher education for centuries

We must confront the assumptions that have held back HE for centuries

A transformed system of HE would cast off these outdated assumptions about learning and base educational practices on the best research, says Nobel winner Carl Wieman

Carl Wieman

Stanford University

Advice on teaching the basics of critical thinking to students who are new to the concept

How to teach critical thinking to beginners

Sarah Ivory explains how she teaches critical thinking through application rather than theory, tasking students with applying three core elements of the process in their regular classes

Sarah Ivory

The University of Edinburgh

Woman on rock at beach dipping toes in water illustrating work-integrated learning

Helping students to see the future career value of their work-integrated learning

Real-world experience and outputs tailored to industry allow students to see the relevance of what they learn in the classroom

Sabine Matook

The University of Queensland

Making connections online is incredibly important for student motivation in universities

Top tips for establishing close relationships with students online

The quality of the connection between teachers and their charges is a true learning booster for students and can become a source of well-being for teachers, too

Rebeca Elizabeth Alvarado Ramírez

Tecnológico de Monterrey

9 10 11 12 13 14 ...19