Learning & Teaching Forum preview: student feedback literacy
In the lead-up to the Learning and Teaching Forum, Ann Wilson and Marty van de Weyer summarise feedback literacy for students.
Ann Wilson
Latest articles
The Listening Learner, Part 2: podcasts for professional development
Just getting into Higher Ed podcasts for professional development? Have a listen to these curated suggestions from Australia and around the world.
Understanding the unfamiliar: why your students aren’t doing their required readings
Do your students complete and understand the readings you give them, and are you happy with the way they use them?
Let’s call this ‘feed forward’
How do you launch assessment, and what do you need to communicate to set your students up for success?
Build connections and confidence: Teaching for learning.futures
Designed for UTS academics, this program helps you develop the knowledge and capability to teach subjects aligned with learning.futures
The perfect blend: how UTS academics delivered blended learning in 2020
In this 'Before and After' piece, we find out how the unpredictable events of 2020 impacted on academics teaching in blended learning mode.
Moving practicals online: tales from the trenches
In a recent webinar, two science teachers shared their experiences of moving practical labs online.
Tooltime taster: Select the right tool with the Padagogy Wheel
Which tool or app should you use for what purpose? Let this wheel of fortune steer you in the right direction.
How do you make your online discussions more engaging?
Discussions are a great way of sharing understanding and building and constructing knowledge. But how does this work in the online environment?
Developing the pedagogy of group work: Dr Julia Prior
In this short video (6 minutes) UTS award winner Julia Prior talks about her approach to teaching in the Software Development Studio. She acknowledges that the receipt of a number of learning and teaching grants enabled her to research the pedagogy of group work and to develop a community of...
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