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The 2024 EDUCAUSE Horizon Report profiles key trends and emerging technologies and practices shaping the future of teaching and learning, and envision 
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A concise guide to students as partners in higher education, including definitions, best practices, emerging questions for research, and key scholarship.
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The concept of constructive alignment has supported generations of students and teachers within higher education. It is a ‘backward design’ method of teaching where the student outcomes are identified first and the teacher then designs teaching activities to enable students to achieve those outcomes, assessing how well they have been achieved. Each chapter outlines how to design the learning outcomes, teaching and assessments for success in learning.
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Online learning is not a new phenomenon that had just been discovered in March 2020, it has been developing very strongly for 20+ years. What is new is that we are now realising that what was conceived as being good online learning pedagogy is being challenged by many of the newer student-centred approaches that have evolved in learning and teaching. Not the least because the technologies now allow us to do way more in a more synchronous way, allowing students to work more collaboratively with others. Or maybe it’s more that we have rediscovered some activities that were harder to achieve in the past. Either way, what has also changed in higher education is the emphasis on the student and how providing them with a greater level of agency in their learning presents more traditional educators with new challenges. This paper presents some options for those looking to understand and meet those challenges head on.
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Internationally respected author, blogger and learning expert, Donald Clark joins John Helmer of the Learning Hack podcast to discuss the history of thought and theorising about learning. The inspired, the enduring, the wacked-out weird and the just plain wrong, from Aristotle to the present day.
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Five strategies for university teachers to encourage students to use challenge, struggle and safe failure for effective long-term learning
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@jasonmlodge from UQ Institute of Teaching and Learning Innovation
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Offered by Commonwealth Education Trust. The Foundations of Teaching for Learning programme is for anyone who is teaching, or who would like ... Enroll for free.
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We are not taught how to learn in school, we are taught how to pass tests. The spacing effect is a far more effective way to learn and retain information that works with our brain instead of against it. Find out how to use it here.
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Rescooped by Peter Mellow from Educational Leadership |
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The Australian National University’s vice-chancellor Brian Schmidt told staff last week:: “We need our teachers to be more than just people who stand at the front of the lecture hall or before a video camera. We need them to connect with their students in richer ways. This might include fewer lectures, and those that we do deliver, will be memorable and sophisticated, utilising technology.”
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As neuroscience brings greater understanding of the human brain, experts are applying those findings in the classroom to improve how we teach and learn.
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To fix our education system, we need to harness teacher’s knowledge and stop undermining their love for the profession, says University of Melbourne expert
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Rescooped by Peter Mellow from The Student Voice |
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Universities around Australia are starting the academic year under yet another cloud of uncertainty. After surviving the disruptions of COVID, teachers and students begin this semester under the apparent threat of ChatGPT, which can generate human-like text.
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Using examples skillfully and appropriately to illustrate complex ideas and procedures is integral to great teaching, no matter what discipline we're talking about. In math, examples help to demystify the steps that mathematicians take to solve problems. In foreign language class, examples help to bring permanence to sentence constructions that are slippery and transient if…
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By Daniel T. Willingham How does the mind work—and especially how does it learn? Teachers’ instructional decisions are based on a mix of theories learned in teacher education, trial and error, craft knowledge, and gut instinct.
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This report profiles the trends and key technologies and practices shaping the future of teaching and learning, and envisions a number of scenarios and implications for that future. It is based on the perspectives and expertise of a global panel of leaders from across the higher education landscape.
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Several common educational strategies lean into the idea that, in the classroom, challenge is something to embrace.
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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
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A team from Indiana University set out to expand the scope of pedagogical research by creating ManyClasses, a model for studying how students learn not just in a single classroom, but in a variety of different classes across multiple universities. We speak with researchers Emily Fyfe and Ben Motz about how ManyClasses works, the challenges of using a learning management system to conduct research, what they learned from the first ManyClasses experiment, and more.
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Welcome to the Journal of University Teaching and Learning Practice (JUTLP)
JUTLP is a peer-reviewed journal publishing papers that add significantly to the body of knowledge describing effective and innovative teaching and learning practice in the higher education environment. The Journal aims to provide a forum for educational practitioners in a wide range of disciplines to communicate their teaching and learning outcomes in a scholarly way. Its purpose is to bridge the gap between journals covering purely academic research and more pragmatic articles and opinions published elsewhere. The Journal is indexed by Scopus and listed with the EBSCO database. ISSN: 1449-9789.
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Some students may wonder why they bothered returning to campus. Others are struggling online. But lecturers who do engage students think deeply about how they do it, using all available tools.
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The TEACH section of the MQ website has been refreshed and updated.
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Dead Ideas in Teaching and Learning is a podcast from the Columbia University Center for Teaching and Learning. Our mission is to encourage instructors, students, and leaders in higher education to reflect on what they believe about teaching and learning. In each episode, guests are invited to share their discoveries of “dead ideas”—ideas that are not true but that are often widely believed and embedded in the pedagogical choices we make.
