Strategic insight and guidance to assist higher education institutions in leveraging the benefits of technology – from artificial intelligence to campus infrastructure
Strategic insight and guidance to assist higher education institutions in leveraging the benefits of technology – from artificial intelligence to campus infrastructure
How to help postgraduate students interpret real-time data and system behaviour to detect early warning signals, identify emerging disruptions and guide decisions – rather than simply report after the fact
If engineering students are turning to AI first, educators need to think carefully about how to make classroom learning valuable. A simple four-stage approach can help, writes Salman Shahid
VR learning should go beyond aesthetics. Each object, space or interaction must have a pedagogical function, says Nancy Zavala. Learn how a design thinking approach can help students put theory into practice
For many educators, questions about institutional licensing, accessibility and cost end the conversation about digital games before teaching even begins. Here are practical ways to extend availability
Connection in online learning does not happen accidentally; we must design and nurture it through feedback. Because good feedback conveys attention, recognition and care, write María de Lourdes Gómez Calvo and Estefannía Garza Tamez
As digital technologies transform access to both information and education, how can universities offer distinctive educational value for professional learners online? Maria Cross offers advice
When collaborative assignments lack structured guidance, levels of contribution among team members may vary. Gabriela Espínola offers insight into building community and accountability online
Why not harness theatre to spark students’ exploration of the ethical dilemmas embedded in AI design, deployment and regulation? Jon Catherwood-Ginn explains how educators can do just that
In embedding artificial intelligence into curricula without considering how it shapes students’ thinking, relationships and sense of self, educators risk switching one problem for another. Amy Allen and David Hicks offer an approach to help ensure well-being in the age of AI
By turning AI output into an object of collective enquiry, educators can teach a valuable habit: rather than simply asking whether an answer is correct, asking what makes it credible, writes Mert Can Atar
