Connect:In workshops

This pattern is concerned with connecting and engaging stakeholders such as teachers, students, educational developers, learning designers, and industry partners in the process of course design. This is achieved through a Connect:In workshop where participants share perspectives and feedback and collaboratively ideate potential solutions to educational challenges.

Meaningful engagement with course readings

This pattern is concerned with meaningfully engaging students with course readings. Gradual and active engagement with reading materials is used to spark student curiosity and target those students who typically have limited, if any, interest in academic texts. This pattern interweaves reading tasks as integral activities in the wider course design.

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”

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