In this post, we share highlights from the annual conference on Learning at Scale. In addition to exploring keynote addresses by Professor Simon Buckingham-Shum and Professor Oleksandra Poquet and unveiling two collaborative work-in-progress papers presented by the authors, we offer insights into the emerging discussions and innovations that are shaping the future of learning atContinue reading “Learning at Scale conference: Reflections”
Sandris Zeivots
Dreaming the Future: The Role of Speculative Fiction in Shaping Education – Part 2
In Part 1 of this post we considered how speculative fiction might help us to imagine and move towards our preferred educational futures. This year, the Postdigital Science and Education journal published a collection of speculative vignettes, or ‘education fictions’ (Hrastinski & Jandrić, 2023). Three of these were written by academics in the BusinessContinue reading “Dreaming the Future: The Role of Speculative Fiction in Shaping Education – Part 2”
Hybrid teaching workshops: upskilling educators to deliver hybrid classes
The challenge The Covid-19 pandemic has fundamentally challenged teaching and learning practices in higher education. In early 2020, the University of Sydney Business School joined many other institutions in rapidly pivoting to online teaching in response to social distancing requirements. While online and blended delivery modes were practised pre-pandemic, more traditional face-to-face teaching methods wereContinue reading “Hybrid teaching workshops: upskilling educators to deliver hybrid classes”
CLaS light touch project: scaling up educational co-design process
The challenge Connected Learning at Scale (CLaS) is a significant longitudinal project initiated in 2019 by the University of Sydney Business School aiming to enhance the learning experience for students in large undergraduate and postgraduate classes. Three of us work at Business Co-Design, a team of educational developers, learning designers and media producers, who areContinue reading “CLaS light touch project: scaling up educational co-design process”
Up to 80% of Uni Students Don’t Read Their Assigned Readings
University course readings are pivotal to advance student knowledge and prepare them for class discussions. Despite this, only 20-30% of students read the assigned materials. Drawing on research findings that help explain this alarmingly low rate, this article offers some strategies to help students engage with their required readings. Over the past two decades educatorsContinue reading “Up to 80% of Uni Students Don’t Read Their Assigned Readings”