University of Adelaide

For international students, navigating online learning is just another challenge among the many they’re already facing. Rajeev Kamineni offers advice based on his own learning journey

How can universities reset their curricula and embrace a range of experiences? Here are five ways to start down the path of decolonisation

When educating health professionals, the role of trust is paramount. Here’s how we can link entrustment with student consensus grading and programmatic assessment

Business students will need to know how to work with AI tools in their future careers. Prepare them with this four-step process

Using students’ family experiences as a jumping-off point for learning can help engage them and prepare them for the workforce. Here’s how to do it

Artificial intelligence can shape our educational practices – but when we allow this to happen unthinkingly, what do we risk losing? Here’s how to stay uncomfortable and ask the critical questions

Learning designers have all the skills to make great leaders. Here’s how to transition into the role

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

Educational developers must balance the corporatisation of higher education with providing transformative education. To do this, subversive leadership is the key, argues Richard McInnes

Female representation in leadership roles is crucial to show young women that success can be theirs too. Catherine Branson explains how her life and career have helped her succeed in a male-dominated world

Whole-class feedback offers three advantages – it’s time saving, it encourages self-regulation and will help identify any weaknesses in the rubric. Paul Moss shows how it’s done

A recent study asked students and academics to distinguish between scientific abstracts generated by ChatGPT and those written by humans. Omar Siddique analyses the results

Three Australian digital education experts from the Campus+ network explore the benefits and risks of AI and VR in teaching and learning, and gauge higher education’s pace of digital transformation

Why wait until the end of the course to hear from your students? Sasha Lanyon encourages a real-time, authentic approach to student evaluation

Learning designers and subject matter experts often have to navigate the choppy waters of course co-creation. Here, Jay Cohen offers six tips for collaborating successfully

Use real-world events to help students join the dots in their learning. Cornelia Koch outlines how

Drawing from lived experience can help build students’ self-efficacy and develop learning skills. Ankit Agarwal explains how

Instead of punitive testing and high-stakes exams, consensus grading helps students learn how to critique their own work. James Thompson encourages a real-time reflective approach to assessment

Given the unique challenges international students face, how can universities create an inclusive and supportive community? Educators share suggestions for helping international students thrive

Students are using artificial intelligence to write essays and other assessment tasks, but can they fool the AI detection tools? Daniel Lee and Edward Palmer put a few to the test

Richard McInnes and Ajay Kulkarni discuss how to get consistent quality and replicable results when using generative AI to support course design and development

A group of Australian academics discusses what changes could ameliorate the issues faced by students from equity groups when it comes to accessing internships

Generative AI is here to stay, so what opportunities are there for educational developers and learning designers to leverage it as a partner when designing courses?

Creating an active learning environment in a large group setting is challenging. Ingrid Sierp shares ways to increase engagement, encourage attendance and gauge understanding in real time

With employability at all costs now dominating HE, we seem to be ignoring the very real problems of a system built on free labour and work placements, says Anne Hewitt

Videos are a popular means of engaging students in learning concepts, and using animated videos allows a wide range of contexts and situations to be explored

A University of Adelaide team on what can be done to enhance community for higher degree by research students and how to ensure they see this culture from the outside

Tools such as rubrics and checklists are increasingly common for monitoring the quality of courses, so how do we choose the best one for our purposes?

Anna Chur-Hansen reflects on her experiences as a mentee and mentor, how this skill can be developed and how it contributes to the building of a meaningful career

No one style is the panacea for all leadership challenges but, as Rachel Gibson explains, empathy is a crucial ingredient for leadership success

Corinna van den Heuvel explains how developing a strong personal leadership philosophy is key to authenticity as a leader

Successful supervision requires careful planning. Tania Crotti and Anna Szorenyi share road-tested approaches to establishing and maintaining effective supervisory practices

Digital learning tools enable educators to quickly collect and analyse student performance data in order to refine their teaching, as Paul Moss explains

Teaching in HE is daunting for new academics, but interpersonal skills honed in the workplace provide strong foundations, say Charles Marley and colleagues

There are few better ways for staff to build and share knowledge within institutions, but while communities of practice can evolve organically, they also need nurturing

David Brown and Mark Giancaspro explain how they use visualisation to maximise engagement and student success when teaching complex topics

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 shares advice on how to convince students that making themselves visible during online classes is in their own interest and will aid learning outcomes

Paul Moss explores the concept of cognitive load as a way to determine how challenging your learning content should be to remain effective

Paul Moss explains why and how university tutors should create opportunities for creative exploration among students within their courses

Paul Moss explains how to structure online courses to build students’ knowledge methodically towards set learning outcomes and skills that should themselves be used to shape assessment

Asynchronous discussions facilitate deeper reflection and critical thinking about course content. Paul Moss explains how to ensure such online discussions benefit all students on their learning journey

Students respond much better to manageable packages of information. Here Paul Moss explains why and how to go about ‘chunking’ online lectures to get the best results from students