At the very least, there should be training on managing online discourse, blocking tools and recognising when ‘robust debate’ becomes abuse or libel, says Andy Phippen
Kathleen Chim and Benjamin Chan explain how universities can embed socio-emotional learning into courses across multiple disciplines to better prepare students for the future workplace
Perfectionism has long been the norm in academia. To combat it, we must offer help before it has to be asked for, say Maggie Melo and Laura March
Jack Wang offers seven solutions to common tech problems during online teaching – from slow internet connection to lack of resources
It doesn’t have to be like this. Critical thinking means looking for the evidence – that is evidence both for and against, says Hugh Kearns
Adrian Lam offers guiding questions and prompts that help students reflect on their own ways of thinking and working to aid their professional growth
Universal design for learning offers ways to plan teaching and learning to accommodate diverse students and help learners develop the self-efficacy they need to be successful, says Dara Cassidy
Ricardo Barker and Syra Shakir reflect on how to set up a curriculum that engages everybody in conversations about race equality
Universities’ promo materials and slogans play it safe to the point of indolence, says Jonathan Wilson. He explains how to take a leaf from the global brand playbook
Even amid the great shift online, assessment methods have often remained mired in the traditional system, says Monica Francesca Contrino
From putting the customer first to the buzzword that is ‘fulfilment’, there’s much to be gleaned from the way Amazon and its ilk embraced digital technology, says Peter Vervest
Rachel Challen outlines key steps to enhancing the design, direction and delivery of assessment using digital tools
Katharine Johanesen explains how to replace traditional grading with self-assessment and feedback throughout a course in order to improve learning outcomes
Universities don’t do a very good job of credentialing ,and the process actively harms students and their learning, so why do we persist? asks Danny Oppenheimer
Claudia Hernández and Karla Banda offer practical advice on how to incorporate and direct productive peer assessment among students