The landscape of higher education is undergoing a profound transformation driven by the unique socio-economic characteristics, learning expectations, and personal societal values of emerging generations (Deloitte, 2024; Giroux & Frey, 2024). I have recently published an ambitious and challenging scoping report entitled ‘A Horizon-Scanning Report on the Changing Demographic and Pedagogical Profiles of Current andContinue reading “Talking about (the next) generations: Generational change and the future of higher education”
Tag Archives: learning design
Enhancing Online Learning: Insights from a Comparative Analysis of Design and Student Experience
As educators, we strive to create learning experiences that not only impart knowledge but truly engage and resonate with our students. This challenge becomes even more pronounced in the realm of online education, where many pedagogical frameworks and design principles have been developed to address these issues. However, it remains unclear whether online courses thatContinue reading “Enhancing Online Learning: Insights from a Comparative Analysis of Design and Student Experience”
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)”
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.
A shared reflection approach to learning design
Like most people at the peak of COVID, our newly created learning design team of 5 were working reactively to navigate the changing digital education landscape. We learnt many lessons and channeled them into developing a common learning design practice that was both scalable and flexible in its application. Central to this process was adoptingContinue reading “A shared reflection approach to learning design”
Entangled pedagogy, design and the messiness of education
In a recently published open access paper on “entangled pedagogy” (Fawns, 2022), I presented a diagram of a few views of the relationship between technology and pedagogy. This was an attempt to show some problems with emphasising one over the other (e.g. putting technology or pedagogy first or last). I sympathise with the desire ofContinue reading “Entangled pedagogy, design and the messiness of education”
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”
Transforming Business Education Through Connected Learning – Part 3
In the final part of this blog series, we explore the ways in which the University of Sydney Business School (USBS) developed strategic pedagogical approaches to crack the critical questions posed in part 1: How do designers and educators move away from the didactic pedagogies that teaching-at-scale can privilege and towards a more social, connectedContinue reading “Transforming Business Education Through Connected Learning – Part 3”
Transforming Business Education Through Connected Learning – Part 2
Part 1 of this blog series posed several critical questions for business educators: How do designers and educators move away from the didactic pedagogies that teaching-at-scale can privilege and towards a more social, connected pedagogy? How do we design an education that counters the pedagogical influence of institutional space, systems, and expectations that ‘rust on’Continue reading “Transforming Business Education Through Connected Learning – Part 2”
Co-Designing Learning for Complexity
It is challenging for students to understand the complexity of the real world while sitting in the classroom. Without direct access to the business context, students’ ability to successfully apply theoretical concepts in their future workplace is limited. In response to this challenge and calls for embracing complexity in higher education, we designed a learningContinue reading “Co-Designing Learning for Complexity”