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While we may be able to see that there is a problem, knowing more about the situation can help us identify a potential solution or get validation that the solution we have in mind might actually work. Creating a research plan is a useful way to frame such research to make sure you are focused […]
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Fixing things that don’t seem to work While you can use the design process to identify issues you are generally not aware of, often we already know when there is something that is not working as desired in our learning and teaching. The flags in these situations are often fairly clear: Students don’t interact with […]
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We celebrate our first UTS Online graduates, and hear from the students and teachers about the learning process.
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A range of viewpoints on the student meanings behind 'interactivity' and tips for applying the associated changes in teaching practice.
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The second part of our 3-part series on the design and development of the Master of Education (Learning and Leadership) course.
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Explore some of the origins, benefits and critiques of Universal Design for Learning.
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Large collaborative classrooms provide an ideal space for students to freely unpack dense data packets, frame a problem and present their findings.
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Increase class engagement Create an opportunity for students to build stronger understanding towards the content (deep learning) Increase motivation as students become more proficient Encourage student participation Promotes independent learning Foster collaborative learning There are no hard and fast rules for how to create a scaffolding activity. A teacher can use common sense, teaching experience, […]
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