Olga and Geraldine, as guest writers for The ANU 'Coffee Courses' Professional Learning Program, have written a 5-day course on Feedback for Learning. Day 1 goes through common misconceptions about Feedback and how to rethink them.
Here are some considerations to help you develop more pedagogically-sound practice for exams; steering away from exam design that simply focuses on ‘recalling’ information, towards one that provides students with an opportunity to analyse, synthesise, create and apply their knowledge...
How to do you modify tried and tested face-to-face activities for the online environment? Dr. Kim Wilson shares her experience.
Delivering units to external students online shouldn't mean just taking face-to-face content or activities and putting them online. Here are 3 ideas to improve the online experience for external students.
In response to Rebecca's great article on Contract Cheating and this week's Academic Integrity workshops, I reflect on why students are drawn to ghostwriting and, most importantly, what we can do about it.
Is random allocation or allowing students to pick their own groups best? Or do you use a different method? It's important to understand, and make clear to students, what you are actually trying to achieve with groupwork.