Making space for connected learning: an ecosystem approach to designing teaching spaces in higher education part 1

This two-part blog post explores the complexities and affordances of using space to make connections. The first part interrogates the structural rigidity that emerges from physical classroom design and argues that connected learning requires a different design and emotional response from teaching spaces to be successful. Studies of teaching and learning spaces and their relationshipContinue reading “Making space for connected learning: an ecosystem approach to designing teaching spaces in higher education part 1”

Promoting Connectedness through Peer Mentor Support

During the lockdown of 2020, promoting connections and a sense of belonging became challenging. Leading in a Post-Covid World (LPC) was an intracurricular initiative run fully online in Semester 2, 2020, at the University of Sydney Business School. The program provided opportunities for students to develop their leadership  and team skills during the COVID-19 lockdownContinue reading “Promoting Connectedness through Peer Mentor Support”

Evaluation of educational innovations at scale

STATS Level of DifficultyMediumUnit Size EvaluatedLargeScopeTrimester DeliveryHybridResources NeededQualtrics or any survey toolRelated PatternsUNIT HANDOVER This pattern is concerned with developing a structured approach to evaluating the implementation of educational innovations in large units of study.  Working with large units requires a structured approach to evaluation because small issues may have a big impact due toContinue reading “Evaluation of educational innovations at scale”

What do we mean when we talk about scale? Towards a definition of ‘at scale’ in higher education – part 2

Designing and delivering education at scale effectively is a challenge faced by many higher education institutions (Kagan & Diamond, 2019). This challenge is both an economic one, where the costs of magnifying and multiplying education offerings needs to be matched and exceeded by the revenue, and a pedagogical one, ensuring the quality of the teachingContinue reading “What do we mean when we talk about scale? Towards a definition of ‘at scale’ in higher education – part 2”

What do we mean when we talk about scale? Towards a definition of ‘at scale’ in higher education – part 1

Designing and delivering education at scale effectively is a challenge faced by many higher education institutions (Kagan & Diamond, 2019). This challenge is both an economic one, where the costs of magnifying and multiplying education offerings needs to be matched and exceeded by the revenue, and a pedagogical one, ensuring the quality of the teachingContinue reading “What do we mean when we talk about scale? Towards a definition of ‘at scale’ in higher education – part 1”

Design patterns update

We’ve recently begun to share design patterns from the Connected Learning at Scale (CLaS) Project. These patterns are tried and tested solutions to common problems of learning and teaching at scale. New patterns We have three new design patterns to release. Our pattern on CONNECT:IN WORKSHOPS is useful for diverse teams approaching curriculum development projectsContinue reading “Design patterns update”

Regular announcements

STATS Level of DifficultyEasyUnit Size Evaluated200ScopeSemester-longDeliveryOnlineRelated PatternsSELF-PACED ONLINE MODULES This pattern is concerned with how to use regular announcements to communicate with students when delivering a unit in a blended or hybrid mode, where synchronous lectures have been re-shaped into SELF-PACED ONLINE MODULES. Regular communications from the Coordinator to students across the semester helps signpostContinue reading “Regular announcements”

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.

A Learning & Teaching Transformation Project

Connected Learning at Scale (CLaS) is a Business School strategic priority that aims to transform the teaching and learning experience in our large cohort units. The project is led by Associate Professor Peter Bryant and his recent blog post series introduces his philosophical reasoning and the complex ecosystem underpinning the project’s design. The Business Co-designContinue reading “A Learning & Teaching Transformation Project”

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”

Exit mobile version