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
How can we train Australian schoolteachers in cultural and linguistic diversity if our universities are English-only zones? Embed translanguaging practices in our courses, writes Sue Ollerhead
Including metacognition in university courses offers students a range of strategies and approaches to evaluate and improve their thinking, wrties Charlie Reis
In this extract from his book ‘The Learning-Centered University’, Steven Mintz lays out his vision of higher education’s future, and proposes a new way of learning
How can educators make learning and human intelligence visible in the age of GenAI? Abby Osborne and Christopher Bonfield outline a model to rethink assessment and reward non-AI knowledge and understanding
Through exercises borrowed from improvisational theatre, students can use imaginative thinking and creative problem-solving, learn to think outside the box and embrace ambiguity, writes Joe Conto. Here, he offers ways to help the post-Covid generation reconnect
Socio-economic, cultural, geographic and other factors mean that some students know more about AI than others, and we can’t have an effective discussion about AI and academic integrity until we all know what we’re talking about, writes John Weldon
Teaching our students about modern-day challenges is imperative if we want a fairer world. However, it can be frustrating and disheartening when we focus on the issues rather than the solutions, writes Paulina Millán Aguilar
