Developing the reflective student-entrepreneur by integrating reflection into assessments

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”

Navigating the dissonances of authenticity in assessment: (Re)defining authentic assessment in business education (part 2)

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)”

Gamifying Hybrid Classes for Student Engagement

Hybrid classes may have increased in quantity but not quality post Covid-19 Before the Covid-19 pandemic, some of the scholarship of teaching and learning (SoTL) literature discussed a move to hybrid classes, however this was not a very common research concern (Bates, 2019). Post-Covid, discussion of teaching and learning in hybrid modes has grown rapidly.Continue reading “Gamifying Hybrid Classes for Student Engagement”

Bringing calm to the chaos: Using educational theory to reframe AI in higher education

The furore around Artificial Intelligence (AI) and its significance for education and academic integrity can be overwhelming. Opinions abound on the merits and provocations of using (or not) these tools (see for example Bryant, 2023). UNESCO have recently produced this comprehensive report to getting started with ChatGPT and AI and outlines other major challenges includingContinue reading “Bringing calm to the chaos: Using educational theory to reframe AI in higher education”

ChatGPT; using pedagogy to reframe our perspective

Last night my daughter laughed uproariously. When asked what she was looking at, she replied, “My friend asked ChatGPT to describe coding functions in a Gossip Girls voice”. I looked, and the explanation was concise, easy to understand, accessible AND entertaining. A lightbulb exploded. My perspective on artificial intelligence and its role in education shifted,Continue reading “ChatGPT; using pedagogy to reframe our perspective”

Working Together: The Benefits of Providing Choice in Topic Selection

In recent years, there has been a shift in the educational landscape towards a more student-centered approach to learning. This means that educators are increasingly looking for ways to involve students in the design and delivery of their own education. One way to do this is through student-staff partnerships (Felten et al., 2014), where studentsContinue reading “Working Together: The Benefits of Providing Choice in Topic Selection”

Chaos and calm in the lecture theatre: Transforming the lecture by creating and sustaining interactivity at scale part 3

In this third post, Peter Bryant looks at the design challenges when you move away from the didacticism of the lecture model and replace it with opportunities for students and staff to interact, connect and engage in active learning.

Unleashing your inner co-design pirate to find buried treasure

Q: How do you know you’re a pirate? A: You just know you RRRR Collaboratively developing a course over several semesters can be an arduous process. Sometimes we need constructive fun to push the development process to the next level. As echoed in the title of an upcoming University of Sydney Business Schools Learning &Continue reading “Unleashing your inner co-design pirate to find buried treasure”

Chaos and calm in the lecture theatre: Transforming the lecture by creating and sustaining interactivity at scale part 2

In part 1 of this blog post, I looked at the debates surrounding the epistemological efficacy of the lecture, in the context of the economic, logistical and scale benefits that they generate for higher education institutions. In this second part, I will further explore the rationales for moving away from the lecture as a mode,Continue reading “Chaos and calm in the lecture theatre: Transforming the lecture by creating and sustaining interactivity at scale part 2”

Breakout Warrior: Engaging Online Learners in Ways Not Possible In-Person

Many would agree that the most effective online teachers leverage technology to enhance their teaching methods rather than simply attempting to replicate in-person instruction. We learnt quickly that remote learners tend to be more engaged when the technology supports interactivity and fosters creativity. In this post, business academic Terry Wickenden reflects on four strategies heContinue reading “Breakout Warrior: Engaging Online Learners in Ways Not Possible In-Person”