University-level courses within a program of study are typically designed with a set of learning outcomes. These outcomes represent and identify a suite of skills
Category: feedback culture
Gen-AI: If you fall behind, you die
There’s an old adage in teaching, that you only have to be one day ahead of the students. Obviously, that’s an unsustainable approach, but every
The question bank is obsolete
As a way to mitigate cheating in assessment, the question bank became a form of self-penalisation for students who wanted to ask their peers for
Embedding Reflective Practice in Learning Design Projects
Reflective practice is essential for continuous improvement in learning design. This article explores the importance of incorporating structured reflection into project scopes to evaluate the
Doing less to do more
Key takeaways In all of my time as a teacher and learning designer, the resounding reason why educators don’t work on improving their courses is
Is Interactive Oral assessment the answer to AI concerns?
As a way to ensure academic integrity, a proposed solution is for any handwritten submission to be accompanied by an Interactive Oral assessment component, or
LEARNING DESIGN by Paul G Moss 