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
Category: Metacognition
The imperative of considered and measured Program design
Education – and higher education – are powerful vehicles for transformative socio-economic change at individual, community and societal levels. The Australian Universities Accord interim report
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
Motivating less committed students in group work
This is the 20th post in a series titled ‘All Things Group Work’. The home page is here. There may be a range of reasons why
Making feedback worth everyone’s time
Tutor feedback and student learning should be inseparable. If they become uncoupled, the formative aspect of assessment is lost. (Orsmondet al., 2000) Well-timed and directed
Helping students distribute group work evenly
This is the 19th post in a series titled ‘All Things Group Work’. The home page is here. In a previous post outlining the pedagogy behind
LEARNING DESIGN by Paul G Moss 