Making your students laugh can help you get your message across in a way that means they may not even realise they’re learning something! There are some non-threatening ways that even the most serious of educators can find their funny. Why use humour in your teaching? There’s quite a bit of evidence that supports theContinue reading “This is Serious – Humour Enhances Learning”
Category Archives: publications
Co-Design Research Group – year in review
As the end of the year approaches, we look back at the events and contributions of our membership to transforming education and the student experience in business. This year our membership grew to 63 members from across the Business School and beyond. As a collective, we have achieved a variety of outputs from journal articles (circaContinue reading “Co-Design Research Group – year in review”
Co-designing learning that isn’t remote
How did lockdown impact your educational practice? Recently colleagues and I reflected on this question about pandemic disruption for a special issue of the Journal of Learning Development in Higher Education. When the coronavirus first hit Sydney in 2020, ed tech and learning design skills were needed in a hurry and there was less timeContinue reading “Co-designing learning that isn’t remote”
Design Thinking Differently
Do you practice design thinking? Do you teach it? What Is Design Thinking? This is a big question that many design experts have already written about. You can find a general overview in this blog post: What is Design Thinking and Why Is It So Popular? Here we talk about introductory design thinking for business in higher education. Why Do It? Design thinking is nowContinue reading “Design Thinking Differently”
Emotional highs: 5 ways to meaningfully engage university students
In early childhood, learning is often perceived with great joy and excitement. Children passionately talk about what they learned and demonstrate an intrinsic satisfaction to find things out. However, when they become older, many gradually lose their sense of intrinsic excitement to engage with learning. Some explain this phenomenon in relation to the increasing responsibilitiesContinue reading “Emotional highs: 5 ways to meaningfully engage university students”
The impact of COVID-19 on short-term study tours
Background COVID-19 has changed how we understand short-term study tours for virtual, online, and face-to-face delivery modes. Face-to-face (in-country) short-term mobility, as part of internationalizing the curriculum, was a normal part of student’s degree choices pre- COVID-19. However, in many situations, and due to the global pandemic, travel restrictions are now preventing face-to-face (in-country) mobilityContinue reading “The impact of COVID-19 on short-term study tours”
Re-energised Teaching
The COVID-19 pandemic forced us all to transition to remote online teaching and learning. Our research project involved conducting surveys and interviews throughout 2020 with educators and students from the Accounting and Business Information Systems disciplines to better understand this transition. Looking back what has been the experience of educators and students and where toContinue reading “Re-energised Teaching”
Evaluation for Learning
Evaluation is a loaded term. Some see it solely from a judgment perspective and disdain the process. Others see it from a learning perspective and welcome it. Evaluation comes in all shapes and sizes. Depending on our approach, and perhaps shaped by our disciplinary perspectives, we tend to determine how and whether (if at all)Continue reading “Evaluation for Learning”
Building Authentic Assessment
Why is authentic assessment important and what perceptions do students have of it? The notion of authentic assessment was first introduced in the 1980’s in an effort to shift away from standardised testing. Remember the multiple choice tests where you would colour in a red circle (A, B, C, or D) with a 2B pencil?Continue reading “Building Authentic Assessment”
What Language Problem?
Teaching International Financial Reporting Standards to International Students Do you sense that your students don’t understand what you’re saying? Do you sometimes struggle to understand what your students are saying? If the answers to both these questions are yes, a language barrier may exist. The language barrier may be due to both the technical vocabularyContinue reading “What Language Problem?”