Why industry experience should be designed into every degree—not left to chance In higher education, placement is often seen as optional. It’s included in certain courses but not others, viewed as a competitive opportunity rather than a standard part of the curriculum, and considered supplementary rather than central to the […]
Innovation & Future of Higher Education - Reflections & Provocations - Teaching Practice
From Click, Read, Submit, Repeat to Listen, Watch, Think: Designing Learning Beyond the LMS
Click.Read.Submit.Repeat. For many students, this has become the dominant rhythm of university study. Log in to the LMS. Browse pages that seem more like relics from the late 90s than modern learning spaces. Scroll through text-heavy content. Download a PDF. Upload an assignment. Move on. A rhythm built for compliance, […]
Assessment & Feedback - Reflections & Provocations - Student Learning & Engagement - Teaching Practice
What If Failure Isn’t Failure? Rethinking Learning in Higher Education
Watch anyone engaged in genuine learning, whether it’s a child wobbling on their bike, a filmmaker wrestling with an edit, or a student drafting an essay, and one thing becomes clear: learning is messy. It’s tangled, unpredictable, and full of false starts. The progress of learning never moves in a straight […]
Reflections & Provocations - Student Learning & Engagement - Teaching Practice
Content Can Be Delivered Anywhere. Teaching Cannot.
Why Teaching Is About Uncovering Ideas, Not Delivering Content Content can be delivered anywhere. Slides can be uploaded, readings shared, and lectures recorded. Digital platforms facilitate easier and faster distribution of information to students at scale. In many ways, higher education has become highly effective at delivering content. But teaching is […]
Assessment & Feedback - Innovation & Future of Higher Education - Reflections & Provocations - Student Learning & Engagement
Seeing the Thinking: What Creative Arts Assessment Practices Can Offer Other Disciplines
Generative AI has forced higher education into a renewed conversation about assessment, which has been long overdue. Universities and educators are now asking familiar assessment questions with urgency: What exactly are we assessing? How do we recognise evidence of student thinking? And what does authentic learning look like when polished outputs can […]