Paul Moss

Adelaide University

Paul Moss is learning design and capability manager at the University of Adelaide.

Featured Resources

A man sitting at a laptop concentrates hard on a document

A practical tool for valid assessments in the GenAI-enabled university

An assessment flowchart can help guide educators through the delicate balance of whether or not to allow GenAI in their assignment design. Here’s how it works

Rebecca Smith, Paul Moss, Sasikala Rathnappulige, Carina Correas

Adelaide University

A group of people work in a room full of books

Tips for moving from learning designer to educational leader

Learning designers have all the skills to make great leaders. Here’s how to transition into the role

Paul Moss, Richard McInnes, Simon Marek

Adelaide University

Three business people consider a document

For learning design projects, build the time to reflect on the past into your future

Reflective practice is essential for continuous improvement in learning design. Paul John Gregory Moss, Richard McInnes and Simon Marek explain how to incorporate structured reflection into project scopes

Paul Moss, Richard McInnes, Simon Marek

Adelaide University

Cut down your marking time by using whole-class feedback

Whole-class feedback offers three advantages – it’s time saving, it encourages self-regulation and will help identify any weaknesses in the rubric. Paul Moss shows how it’s done

Paul Moss

Adelaide University

Storyboarding is a crucial step in using animations for university teaching

Using animation to stimulate learner engagement

Mahmud Masum, Janice Loftus , Paul Moss

Adelaide University

How data from digital learning tools can refine teaching

Digital learning tools enable educators to quickly collect and analyse student performance data in order to refine their teaching, as Paul Moss explains

Paul Moss

Adelaide University

A lecturer marking dozens of assignments

A step-by-step guide to designing marking rubrics that will save hours of time

Designing marking rubrics that provide guidance but with enough flexibility for students to demonstrate knowledge and skills in multiple ways is a difficult balancing act. Paul Moss explains how it can be done

Paul Moss

Adelaide University

Advice on explaining to students why they should keep their cameras on during online classes

Stay in the frame: how to persuade students to keep cameras on in lessons

Paul Moss shares advice on how to convince students that making themselves visible during online classes is in their own interest and will aid learning outcomes

Paul Moss

Adelaide University

An overview of how cognitive load can be used to determine how challenging your learning content can be before it risks alienating students

How challenging can my content be?

Paul Moss explores the concept of cognitive load as a way to determine how challenging your learning content should be to remain effective

Paul Moss

Adelaide University

Guidance on building space into curricula for creative exploration and discussion of topics

Making space for creativity in higher education

Paul Moss explains why and how university tutors should create opportunities for creative exploration among students within their courses

Paul Moss

Adelaide University

Identifying the building blocks that make up your knowledge

Course learning outcomes: how to create them and align them to assessment

Paul Moss explains how to structure online courses to build students’ knowledge methodically towards set learning outcomes and skills that should themselves be used to shape assessment

Paul Moss

Adelaide University

Advice on getting the most out of asynchronous discussions when teaching online

Asynchronous discussions – how and why

Asynchronous discussions facilitate deeper reflection and critical thinking about course content. Paul Moss explains how to ensure such online discussions benefit all students on their learning journey

Paul Moss

Adelaide University

Breaking online lectures down into chunks aids learning outcomes

Chunking lectures – it’s a no brainer

Students respond much better to manageable packages of information. Here Paul Moss explains why and how to go about ‘chunking’ online lectures to get the best results from students

Paul Moss

Adelaide University

Paul Moss

Adelaide University

Featured Resources

A practical tool for valid assessments in the GenAI-enabled university

Tips for moving from learning designer to educational leader

For learning design projects, build the time to reflect on the past into your future

Cut down your marking time by using whole-class feedback

Using animation to stimulate learner engagement

How data from digital learning tools can refine teaching

A step-by-step guide to designing marking rubrics that will save hours of time

Stay in the frame: how to persuade students to keep cameras on in lessons

How challenging can my content be?

Making space for creativity in higher education

Course learning outcomes: how to create them and align them to assessment

Asynchronous discussions – how and why

Chunking lectures – it’s a no brainer

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