University course design and delivery

How to design in-person, hybrid and online courses that maximise student engagement, inclusion and learning. Here, you can find advice on instructional design including lesson planning, creation and organisation of educational materials and effective use of digital technologies; as well as teaching methods and styles to help you achieve specific learning outcomes.

Advice on the key steps to design and deliver effective microcredentials that meet diverse learner needs

Three steps to developing useful microcredentials

The key considerations for developing an effective microcredentials portfolio that meets the needs of diverse learners and employers

Natcha Thawesaengskulthai, Bajinder Pal Singh , Warinya Chemnasiri , Pietro Borsano

Chulalongkorn University

Young woman works on engineering planning project, contextual learning, HELF

Contextual learning: linking learning to the real world

Experience in the professional world can set your students up for a seamless transfer from higher education to the world of work

Alexandra Osika, Stephanie MacMahon, Jason M. Lodge, Annemaree Carroll

The University of Queensland

Learning as becoming, lifelong education, holistic approach, HELF framework

Learning as becoming: what do students become as a result of their higher education experience?

A learning framework can help students understand their transition from higher education to the professional world as well as support their holistic experience of university life

Alexandra Osika, Stephanie MacMahon, Jason M. Lodge, Annemaree Carroll

The University of Queensland

Advice on presenting live coding 'labs' as a series of short videos which take students through the problem step by step

Video makes the coding star: teaching problem-solving in bite-sized chunks online

Aidan McGowan explains how converting practical coding ‘labs’ into a series of short videos taking students through the problems step-by-step has improved learning outcomes

Aidan McGowan

Queen’s University Belfast

Advice on using popular culture to demonstrate concepts to students in relatable ways

Squid pro quo: using Squid Game to engage economics students

Wayne Geerling explains how economics lecturers can draw on popular culture to demonstrate key concepts in a more relatable way that aids understanding, taking ‘Squid Game’ as an example

Wayne Geerling

Monash University

Advice on steps instructors can take to encourage equitable group dynamics among students

Supporting equity among students in group work

Natasha Holmes and Kira Treibergs share strategies for preventing implicit biases affecting student group dynamics, and facilitating productive and equitable teamwork

Natasha Holmes , Kira Treibergs

Cornell University

Advice on developing online courses using ABC Learning Design as your framework

Easy as ABC: design an online course in 90 minutes

Want to create an online course but not sure where to start? Lizzy Garner-Foy shares tips on how to create engaging online learning using a quick, easy method: ABC Learning Design.

Lizzy Garner-Foy

The University of Edinburgh

Tree growing out of book illustrating storytelling-based assessment task CLEAR-JEs

How to use storytelling-based assessment to increase student confidence

Carl Sherwood explains how to set up an authentic assessment task using students’ own contextualised writing

Carl Sherwood

The University of Queensland

Laptop and glowing light bulb illustrating resource about matching tech to learning outcomes

Using the right technology at the right time in the flipped classroom

Course design that matches ed-tech with learning outcomes can allow students to learn from their mistakes and develop resilience

Laura Sokal

University of Winnipeg

Advice on developing early college programmes which improve higher education outcomes for students from underrepresented group

How to design early college programmes that foster success for under-represented students

David Dugger explains what an early college programme should focus on in order to improve outcomes for students from under-represented groups

David Dugger

Eastern Michigan University

Outdated thinking has held back universities and higher education for centuries

We must confront the assumptions that have held back HE for centuries

A transformed system of HE would cast off these outdated assumptions about learning and base educational practices on the best research, says Nobel winner Carl Wieman

Carl Wieman

Stanford University

Advice on teaching the basics of critical thinking to students who are new to the concept

How to teach critical thinking to beginners

Sarah Ivory explains how she teaches critical thinking through application rather than theory, tasking students with applying three core elements of the process in their regular classes

Sarah Ivory

The University of Edinburgh

Woman on rock at beach dipping toes in water illustrating work-integrated learning

Helping students to see the future career value of their work-integrated learning

Real-world experience and outputs tailored to industry allow students to see the relevance of what they learn in the classroom

Sabine Matook

The University of Queensland

Making connections online is incredibly important for student motivation in universities

Top tips for establishing close relationships with students online

The quality of the connection between teachers and their charges is a true learning booster for students and can become a source of well-being for teachers, too

Rebeca Elizabeth Alvarado Ramírez

Tecnológico de Monterrey

Teachers and instructional designers can learn to work together in universities

Instructional designers: how to work well with teachers

Viviana Cáceres outlines some of the common difficulties encountered when designing a course together – and how to overcome them

Viviana Cáceres

Tecnológico de Monterrey

International team of people sitting around table, putting colourful puzzles together

How to enhance students’ participation in teamwork that is not assessed

Rebecca Wang outlines a learning structure that supports students who are new to team-based research projects

Rebecca Wang

University of Westminster

Advice on establishing key themes and learning outcomes in order to shape the overall learning journey

Start with why, part two: building a clear learning journey

In the second part of his guide to curriculum development, Graeme Knowles explains how learning outcomes can be developed and then used to map the overall learning journey

Graeme Knowles

The University of Warwick

Advice for taking your university teaching out of the lecture theatre or classroom

Bringing learning to life: nine tips for teaching in outdoor places and spaces

David A. G. Clarke reflects on his experience of teaching in outdoor spaces and provides valuable tips on how to take higher education outside the classroom

David A. G. Clarke

The University of Edinburgh

Synchronous or asynchronous university lectures are not the issue if students aren't focusing on either of them particularly well

We need to move beyond the synchronous versus asynchronous debate

Academics are agonising over the wrong elements of online education. They should be thinking about active versus passive learning, says Simon Chesterman

Simon Chesterman

National University of Singapore

Advice on providing evidence-based support for adults with ADHD in higher education

Adult ADHD and higher education: improving the student experience

Alex Conner and James Brown explain why adult ADHD is linked to underachievement in higher education and what institutions can do to support better outcomes for those with the condition

Alex Conner, James Brown

University of Birmingham, Aston University

Fostering interdisciplinary thinking in students is a great idea for universities

How to lay the groundwork for interdisciplinarity in students

Recent events have shown the necessity of working together, and it’s never too early for universities, faculty and students to begin thinking about this, says Georgina Harris

Georgina Harris

Arden University

Advice on applying action learning to student surveys to improve teaching practices

Using action learning to improve interdisciplinary online teaching

A guide to using action learning – questioning knowledge to find solutions – to evaluate and improve teaching practices, based on research by Na Li, Qian Wang, Jiajun Liu and Victoria Marsick

Na Li, Qian Wang , Jiajun Liu, Victoria Marsick

Xi’an Jiaotong-Liverpool University , Columbia University

Advice on embedding sustainable development into university curricula by aligning it with core subject learning outcomes

Match sustainability learning outcomes to specific curricula to achieve SDG 4.7

Ron Johnston provides a guide to embedding education for sustainable development into university courses by linking it with the learning outcomes of the core subject being taught

Ron Johnston

UNESCO

A guide to gathering student feedback that can help you refine your teaching

How to systematically improve your teaching using student feedback

Jochen Wirtz introduces a simple but effective tool for gathering student feedback that will help educators to cement strengths and reduce weaknesses in their teaching

Jochen Wirtz

National University of Singapore

Insight on what changes within HE sparked by the pandemic should be kept in order to better serve disabled students

New norms in higher education that can help disabled students long-term

Certain changes sparked by the reorganisation of higher education during the pandemic have benefitted disabled students and should be kept and developed in the long term. Sean Cullen outlines four key areas of positive change

Sean Cullen

Brunel University London

Insight on why and how to take a new approach to curriculum design, starting with the outcomes

Start with why, part one: taking a new approach to curriculum development

Graeme Knowles explains how his team have overturned the long-accepted curriculum development process to make the purpose of the programme and its learning outcomes the starting point rather than the end result

Graeme Knowles

The University of Warwick

The hologram professor project beams a life-sized video of university lecturers into classrooms

Missing face-to-face interaction? Try becoming a ‘hologram professor’

Beaming a hologram of lecturers into classrooms offers greater closeness than video systems, say Carla Victoria Ramírez López, Leticia Castaño Sánchez and Patricia Aldape Valdés

Carla Victoria Ramírez López , Leticia Castaño Sánchez , Patricia Aldape Valdés

Tecnológico de Monterrey

Using media such as Spotify or TikTok can help academics connect with university students

Ideas for using media to connect with students

Students need to be motivated and engaged to be successful, which is where podcasts, social media and music come in, say Esmeralda Niño-Perez and Angeles Carolina Aguirre-Acosta

Esmeralda Niño-Perez , Angeles Carolina Aguirre-Acosta

Tecnológico de Monterrey

Female student wearing glasses reading a newspaper

How to use journalism and current affairs to support your teaching

Noam Schimmel explains how to use news articles, video and obituaries to teach complex subjects such as human rights

Noam Schimmel

University of California, Berkeley

Advice on helping students understand the value of collaborative working and peer reviewing rather than individualism

There are no ‘single authors’: challenging individualism in academia

Abbey S. Willis offers practical advice to encourage collaborative writing by demonstrating the power of sharing ideas to students, and dispelling the myth of the ‘single author’

Abbey S Willis

Siena College

We know that university students want to learn together

Let’s harness students’ desire for interaction to define the future of learning

We know that students want to learn together. That information should underpin how we allocate resources to best serve their needs, say Derfel Owen and Ant Bagshaw

Derfel Owen, Ant Bagshaw

UCL, Online Education Services

Insight on where disruptive innovation needs to be welcomed into university classrooms to improve higher education for more students

Disruptive innovation in the classroom: making higher education more accessible to a large population

Elizabeth Langran outlines three areas of university teaching where disruptive innovation should be actively encouraged to boost accessibility and engagement for wider student populations

Elizabeth Langran

Marymount University

Advice on how to use virtual reality in order to enhance learning through real-world immersive experiences

How to apply virtual reality to enhance learning experiences

Ithai Stern outlines how best to shape and deploy virtual reality as a tool to enhance learning experiences, while acknowledging its limitations

Ithai Stern

INSEAD

Santa goes online. But university students and staff seem to be conflating online and blended learning, when they are two separate entities

My Christmas wish? Wider recognition that blended is different from online

Following two years of disruption and jumping between modes of delivery, many students and staff seem to be – incorrectly – conflating blended with online, says Harriet Dunbar-Morris

Harriet Dunbar-Morris

The University of Portsmouth

Webinar discussion how to reduce student drop out rates in the context of the pandemic and online learning

What is the long-term impact of online learning?

Online learning looks set to remain central to the delivery of higher education long after the pandemic. In this webinar Maryanne Dever and Diana Laurillard discuss what the long-term impact of this might be, on teaching, student support, well-being and the sector as a whole

Maryanne Dever, Diana Laurillard

Australian National University, UCL

How to set up university mentorship schemes to support students to become the socially responsible leaders of the future

Foster mentorship skills to create the socially responsible leaders of the future

Institutions should look to set up mentorship practices that help students develop the skills they will need to create successful and sustainable companies. Laura-Jane Silverman explains how

Laura-Jane Silverman

The London School of Economics and Political Science

Large amounts of data can now be collected on students in order to help improve their learning outcomes

Collecting data on our students is the only way forward

Ubiquitous data collection will give rise to large datasets, which can help improve outcomes for all students – especially those most in need, says Daphne Koller

Daphne Koller

Stanford University

A group of university students arguing. We should teach students how to work together as a team

Why do we expect students to work well in groups if we don’t teach them how?

If we’re going to assign team projects, and if we really believe working well in a group is important, we must teach effective group processes, says Todd Zakrajsek

Todd Zakrajsek

University of North Carolina at Chapel Hill

Self-regulation is a vital skill for university students to be taught by their lecturers

Is your curriculum design limiting students’ learning potential?

All too often, insufficient emphasis is placed on development of the self-regulatory skill sets that students need most in order to do well, says Carol Evans

Carol Evans

Cardiff University, University of Southampton

Tips for university academics on how to transition to hybrid teaching

Ten useful tips for teaching a hybrid course for the first time

Laura Patricia Zepeda Orantes shares recommendations for delivering hybrid courses, especially for teachers who are new to this way of working

Laura Patricia Zepeda Orantes

Tecnológico de Monterrey

How to apply systems thinking to sustainability related news items as a way to educate students about the SDGs

Studying sustainability by applying systems thinking to news stories

A guide to framing, modelling and acting on sustainable development issues highlighted in the news, shared by Cameron Guthrie

Cameron Guthrie

TBS Education

Advice on guiding meta-reflection among students to get the most out of class discussion forums

Using meta-reflection for professional development: how to tap into the full potential of online discussion forums

Adrian Lam offers guiding questions and prompts that help students reflect on their own ways of thinking and working to aid their professional growth

Adrian Man-Ho Lam

The University of Hong Kong

Universal design for learning involves creating courses that all university students can use effectively

Universal design for learning: an introduction and getting started

Universal design for learning offers ways to plan teaching and learning to accommodate diverse students and help learners develop the self-efficacy they need to be successful, says Dara Cassidy

Dara Cassidy

RCSI University of Medicine and Health Sciences

Advice on using peer assessment to encourage deeper student learning

Recommendations for incorporating and guiding peer assessment in the classroom or online

Claudia Hernández and Karla Banda offer practical advice on how to incorporate and direct productive peer assessment among students

Claudia Janeth Hernández Cardona, Karla Margarita Banda Martínez

Tecnológico de Monterrey

Female students looking at phone outdoors illustrating embodied learning

Embodied learning: how to bring movement into the classroom, and why it matters

Susan Hrach offers practical advice on using physical activity and outdoor space to enhance learning

Susan Hrach

Columbus State University

Profound learning can be a revolution for your university

Classes need less focus on employability and more on profound learning

Classes are sometimes the least transformative elements of what students experience at university. We need to change that, say Davin Carr-Chellman, Ali Carr-Chellman and Michael Kroth

Davin Carr-Chellman , Ali Carr-Chellman, Michael Kroth

University of Dayton, University of Idaho

Advice on designing assessments that encourage students to show off their learning in authentic ways

Assessment design that supports authentic learning (and discourages cheating)

Catherine Wehlburg shares tips for creating a learning environment and assessment design that encourages authentic learning and reduces the temptation to cheat

Catherine Wehlburg

Athens State University

Advice on designing and delivering more authentic, equitable and transparent assessment and feedback

Equity, agency and transparency: making assessment work better for students and academics

Carol Evans explains how to design assessment and feedback practices that are authentic and deepen students’ learning and confidence in the long term

Carol Evans

Cardiff University, University of Southampton

Advice on using campaign based assessments in higher education

Putting the case: campaigning documents as assessments on vocational degrees

Russ Woodward looks at the merits and practicalities of using campaign-based assessments on vocational higher education courses

Russell Woodward

University Centre Grimsby: The TEC Partnership

Advice on how developing a growth mindset and experimenting can result in better teaching

Developing a growth mindset and experimenting for better teaching outcomes

Catherine Seeds explains how a growth mindset and willingness to experiment should be embraced as powerful teaching tools

Catherine Seeds

(SRUC) Scotland’s Rural College

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