‘Desirable difficulties’: should we re-frame the ‘work’ of learning?
How can we support students to tackle the 'work' of learning without losing motivation? A recent FFYE forum explores the issues.
Lucy Blakemore
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Lighten the load: can we design for more sustainable student learning?
Are students lost in content, unsure about where to focus time and energy? Help them avoid burnout with less, not more.
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‘First, do no harm’: are student evaluations having the right impact?
How can we balance the benefits of rigorous evaluation with other kinds of feedback to improve learning and teaching?
Fires, webs and spirals: how can we weave healthy learning communities?
A framework for 'weaving' communities as a web of relationships rather than a fixed, static creation.
Shall we dance? Cross-sector steps at the ATN National Symposium
Slip on your dancing shoes for a waltz through some key themes from the ATN National Symposium on Curriculum Innovation!
Open Education: is GenAI compatible with ‘open’ principles?
The possibilities offered by GenAI and Open Education might seem broadly aligned; look closely, however, and differences begin to surface.
Career-enhancing collaboration: inspiration for a fairer future
Ashley Willcox and Elham Hafiz share impressions and takeaways from some inclusion-focussed career development training.
Red light, green light: exploring GenAI in the Faculty of Health
Health academics explored practical applications for generative AI tools in a hands-on workshop to wrap up the year.
What did we learn from the Wall of Provocations?
Staff share their joyful failures, hopeful learnings and intentional futures on the Wall of Provocations at this year's Forum.
Learning Design Meetup: 3 perspectives on learning design leadership
Review highlights from a recent Learning Design Meetup exploring diverse pathways to leadership for learning design professionals.
Lost in Bologna: tales in complexity from a university drop-out
The messy reality of 'dropping out' is not well articulated in higher education – but that's where complexity theory comes in...
Learning, fast and slow: are you for pace or patience?
In learning and teaching, should we be setting a brisk pace or slowing things down? Perhaps there's space for both...
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