At Scale Immersive Learning ‘Events’

There is growing consensus that didactic lectures are primarily a thing of the past and more active and collaborative delivery methods provide deeper and long lasting learning. In this blog post, Peter Bryant (Jan, 2022) details the causes and effects of magnification and multiplication in higher education. Bryant describes solutions such as Connected Learning asContinue reading “At Scale Immersive Learning ‘Events’”

Parallel Projects: High-impact, low-risk interdisciplinary learning

Interdisciplinary effectiveness, defined as “the integration and synthesis of multiple viewpoints and practices, working effectively across disciplinary boundaries” is one of the nine Graduate Qualities that we aim to help our students to develop at the University of Sydney. However, offering programs that fully realise this goal can be complex, and resource intensive. Opportunities doContinue reading “Parallel Projects: High-impact, low-risk interdisciplinary learning”

Cultivating entrepreneurs and innovators through connected learning

Connected learning is an approach that seeks to combine personal interests, supportive relationships, and opportunities (Ito et al., 2013). It emphasizes that learning should be an integrated experience situated within a matrix of contexts including formal and informal, local and global, embodied and virtual, as well as distributed and integrated (Brown & Renshaw, 2006). PriorContinue reading “Cultivating entrepreneurs and innovators through connected learning”

The virtues (and pitfalls) of student-to-student feedback – a reflection

In corridor discussions and conversations at symposia, I have often engaged in lively debates around the appropriateness of the use of student peer review i.e. student-to-student feedback specifically around in-class presentation assessments. Challenge If you work within a qualitative unit, you are acutely aware of the challenges these workshops/tutorials pose. Groups have been working onContinue reading “The virtues (and pitfalls) of student-to-student feedback – a reflection”

Finding imperfection and impact: developing self reflection in our future managers

Management education prepares students to undertake roles by exposing them to concepts, theories and models that enhance their ability to critically appraise situations while applying technical skills from finance, economics, human resource, auditing, tax, business law and so forth.  More specifically it is designed to prepare students to undertake managerial work. Managerial work While muchContinue reading “Finding imperfection and impact: developing self reflection in our future managers”

Facilitating career skills workshops in Miro: a case study

How might we design and facilitate more engaging, fun and interactive learning experiences with students in an online environment? I wrestled with this question for a long time, especially after hearing from students that they are struggling with online lectures after the prolonged period of remote study. Then I came across Miro and see soContinue reading “Facilitating career skills workshops in Miro: a case study”

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”

Making education better is not a nice to have: Why Business Schools need to engage in and value pedagogical research part 2

In part 1 of this blog, I made the case that pedagogical research is a third space for academic activity, one that enhances the quality of education and generates rhizomatic connections between faculty, institutions, and critical forms of scholarship in Business Schools. In this second and final part, I will explore the benefits that BusinessContinue reading Making education better is not a nice to have: Why Business Schools need to engage in and value pedagogical research part 2

Making education better is not a nice to have: Why Business Schools need to engage in and value pedagogical research part 1

Pedagogical research has a challenged and often undervalued place in Business Schools, with its worth to the mission of the School and the individual academic diminished by perceptions that it lacks academic rigour (Norton, 2021), focuses on arcane or abstract theorisation of practical actions (McDonald et al., 2012) or is a form of scholarship forContinue reading “Making education better is not a nice to have: Why Business Schools need to engage in and value pedagogical research part 1”