Designing and reflecting on assessment
byThe Faculty of Arts and Social Sciences (FASS) recently held their assessment forum, an afternoon of presentations by teaching staff that gave insights into…
Teaching tips
Improving the visual aesthetics of your Blackboard site
byHave you always wanted to make your Blackboard site more visually stunning? With some basic knowledge of coding for the web, you can do…
“I’ll see you on the discussion boards”: Tips for Engaging Students this Semester
by“If you want to get the most out of this unit, I’ll see you on the discussion boards.” This is what Associate Professor Abelardo…
Podcasts on Legal History – An interview with Professor Joe Campbell
byLegal history is part of our shared history of ideas. In this interview, Adjunct Professor Joe Campbell talks about his Legal History Podcast series…
Fear and anxiety are enemies of learning: 53 Powerful ideas all teachers should know
byAs we approach the three-quarter mark of semester 2, final assessments are in our students’ minds at the same time as we are trying to…
Chunking your class – lessons we learnt from observing other lecturers
byIn week 4, lecturers across the University opened the doors to their classrooms and invited colleagues in to observe how they engage their students….
Encouraging pre-reading using student-generated videos
byStudents not engaging with pre-class readings is a perennial struggle. Dr Joseph Lizier, DECRA fellow in the Faculty of Engineering and Information Technologies and…
Authentic assessment: What is it?
byThe new University Learning and Teaching Policy, 2015 requires us to have authentic assessments in our courses. But what is an authentic assessment, and…
Effective Lecturing: Encouraging Students to Take Notes
byThere are lots of benefits in taking notes during lectures. Before slides and handouts, students used to spend the majority of the class trying to…
53 Powerful Ideas All Teachers Should Know About – Configuring Exams
byIn Idea 10 of Graham Gibbs’ blog, he discusses the idea that “Students’ marks are often determined as much by the way assessment is configured…