How can we encourage reflexivity among students, so they gain insights from their experiences? This unit utilised a novel and highly effective approach that incorporated reflection into sequenced assessments. What is true knowledge acquisition? “Yo jāgāra tam richa kāmayamante The one who is awake, knowledge seeks her/him out” Rig Veda 5.44.14 Rig Veda’s ancient wisdomContinue reading “Developing the reflective student-entrepreneur by integrating reflection into assessments”
As we discussed in the first part of this blog, the practices of assessment in higher education have been problematic for decades. From a student experience perspective, assessment is the root cause of significant institutional administration burden and stress. It is also at the centre of student angst in the form of appeals, academic integrityContinue reading “Navigating the dissonances of authenticity in assessment: (Re)defining authentic assessment in business education (part 2)”
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”
This three-part blog post will look at the challenges of assessment in modern universities, both in terms of defining it but also deigning and enhancing it to ensure that it can deliver both the benefits of assessment of learning (which institutions require) and assessment for learning (or perhaps changing that common conceptual framing to learningContinue reading “Navigating the dissonances of authenticity in assessment: (Re)defining authentic assessment in business education (part 1)”
The emerging use of generative AI has led to concerns about academic integrity (AAIN, 2023). However, instead of bemoaning its use, we argue that in business education, integrating generative AI can provide insightful and practical ways for our students to demonstrate their abilities and contributions to business in ways a machine cannot. Our recent experiences inContinue reading “Incorporating Generative AI in Authentic Assessments”
With the sudden closure of face-to-face teaching with COVID-19 in early 2020 … there was mayhem as universities around the world suddenly and unexpectedly went fully online. Sangster et al (2020) documented this well for accounting subjects. Educators and students alike felt stressed, isolated, unsupported and mourned the loss of their sense of community. PlannedContinue reading “Individualised authentic assessments: Stress-tested in critical times”
How might speculative fiction help us to imagine and move towards our preferred educational futures? In Part 1 of this blog post we look at the ‘what, why and how’ of speculative fiction.
A BCD design pattern is mapped to universal design for learning principles to demonstrate that good education design is often naturally inclusive.