Advice on shaping the focus and content of programmes – looking at co-creation, future skills, decolonisation, embedding SDGs, inclusive learning, virtual and large-scale programmes
Academics may view administrators with suspicion, but Elaine Sharplin recommends stepping over to the dark side – as long as you stay true to your roots
Reflective practice is essential for continuous improvement in learning design. Paul John Gregory Moss, Richard McInnes and Simon Marek explain how to incorporate structured reflection into project scopes
Theories of proximal development and social contagion suggest that group activities enhance knowledge-sharing and internalisation through feedback, discussion and the development of skills, writes Shwetha Mudabagilu Krishnappa
When a university is undergoing transformational change, emerging leaders are crucial for translating strategy into action. Zoë Allman and Gary Souter share their experience of leading on curriculum change
In block learning, where time is condensed, students are at a greater risk of falling behind. Here, Kevin Merry explains how formative assessment can drive targeted instruction and enable students to accelerate their learning
Including metacognition in university courses offers students a range of strategies and approaches to evaluate and improve their thinking, wrties Charlie Reis
