Oceania

After spending my entire career climbing the university career ladder, I'm now wondering what's next

I’ve successfully climbed the academic career ladder − now what?

Having spent my entire career trying to get to where I am now, I’m working out how to slow down and seize the opportunities ahead, says Lucas Lixinski

Lucas Lixinski

UNSW Sydney

In the new normal we might forget the technology and focus on motivating human beings again

Forget the tech – in the new normal, let’s focus on human beings

The key to making learning effective, now and in the post-pandemic world, is focusing on motivation, says Grace McCarthy

Grace McCarthy

University of Wollongong

Microsoft Teams can be a useful tool for the modern university academic

Creating a virtual research centre ecosystem using Microsoft Teams

To the busy academic, it may seem like yet another system to learn. But Amy Conley Wright and Betty Luu explain how a team-working platform can aid communication long after the pandemic

Amy Conley Wright, Betty Luu

University of Sydney

Advice on how institutions should ensure digital inclusion for all students

There’s no room for complacency: act now to improve digital inclusion

Sue Bennett outlines a call to action for academics and institutions to recognise inequalities in access to, and proficiency with, technology among students and to help extend digital inclusion to all

Sue Bennett

University of Wollongong

Advice on fostering interdisciplinary research collaborations early in your academic career

Achieving the Sustainable Development Goals: investing in early career interdisciplinarity

Three PhD students share tips for embracing an interdisciplinary approach to research from the start of one’s academic career to aid progress towards tackling the Sustainable Development Goals

Roxanne Keynejad, Poushali Ganguli, Manisha Yapa

King’s College London, UNSW Sydney

The importance of a structured mentorship programme for ECRs cannot be overstated

How to ensure your mentorship programme isn’t one of the (many) bad ones

Structured mentorship programmes offer a non-judgemental setting in which to ask those pesky questions whose answers shape careers, says Lia Paola Zambetti

Lia Paola Zambetti

University of Sydney

Advice on explaining to students why they should keep their cameras on during online classes

Stay in the frame: how to persuade students to keep cameras on in lessons

Paul Moss shares advice on how to convince students that making themselves visible during online classes is in their own interest and will aid learning outcomes

Paul Moss

Adelaide University

An overview of how cognitive load can be used to determine how challenging your learning content can be before it risks alienating students

How challenging can my content be?

Paul Moss explores the concept of cognitive load as a way to determine how challenging your learning content should be to remain effective

Paul Moss

Adelaide University

Early career researchers must master the art of saying no and not be too eager to please

Early career researchers can say no, too

Coming up with a series of questions for ECRs about each ‘opportunity’ as it arises can help them decide what is worthy of their time, says Lucas Lixinski

Lucas Lixinski

UNSW Sydney

Flexi-learning on a shoestring

Four Australian academics discuss how universities can deliver quality flexible teaching and learning on already stretched budgets

Jane Frost, Garth Maker, Michael Sankey , Amanda White

University of Canberra, Murdoch University, Charles Darwin University, University of Technology Sydney

Guidance on building space into curricula for creative exploration and discussion of topics

Making space for creativity in higher education

Paul Moss explains why and how university tutors should create opportunities for creative exploration among students within their courses

Paul Moss

Adelaide University

Podcast discussing building resilience and protecting well-being among university staff and students

THE podcast: what’s needed to successfully scale higher education?

How can universities meet the growing global demand for higher education, increasing access to a wider pool of students while maintaining the quality of their teaching and learning?

Ian Jacobs, Jude Sheeran

UNSW Sydney

Construction workers huddled over plans represent universities laying foundational steps for online learning

The foundational steps needed to advance online higher education post-Covid

The will to evolve is essential, followed by a technology-led approach to pedagogy, student engagement and interactivity, says Steve Davies

Steve Davies

University of South Wales, Learna

Podcast discussing building resilience and protecting well-being among university staff and students

Making practice publishable: a journal article-cum-podcast

Helen Wolfenden from Macquarie University presents a podcast offering advice on publishing or communicating research in new formats beyond the scope of traditional academic journals

Helen Wolfenden

Macquarie University

Digital poverty is becoming as important an issue as housing, healthcare and education, especially with universities pivoting online

Digital resources now rank alongside housing, healthcare and education

Universities, government, business and local communities must come together and provide strategic action to tackle digital poverty effectively, says Julian Thomas

Julian Thomas

RMIT University

Advice to develop student-centred online teaching

A blueprint for an engaging and student-centred online degree  that works 

Sue Brown and Karalee Dwyer explain how to approach online education to ensure it is not just an adaptation from face-to-face delivery but purpose-built for better learning outcomes

Sue Brown , Karalee Dwyer

Federation University Australia

Steps to help foreign language students engage with online class discussions

Supporting foreign-language students in online class discussions

Online discussions pose a challenge for foreign-language students studying remotely overseas, so instructors should take steps to support their understanding and engagement, says Liyun Wendy Choo

Liyun Wendy Choo

The University of Auckland

A student takes part in an online work placement. Given the huge backlog of placements created by Covid-19, universities should consider e-placements.

It’s time for the sector to embrace online work placements

Placement capacity has been shaken to its core by the Covid-19 pandemic, creating a huge backlog. We must look for sustainable alternative solutions, says Gilly Salmon

Gilly Salmon

Swinburne University of Technology

Identifying the building blocks that make up your knowledge

Course learning outcomes: how to create them and align them to assessment

Paul Moss explains how to structure online courses to build students’ knowledge methodically towards set learning outcomes and skills that should themselves be used to shape assessment

Paul Moss

Adelaide University

How to facilitate active, collaborative, authentic learning online

Active, collaborative, authentic: the evolution of teaching post-Covid

How to facilitate active, collaborative and authentic learning experiences by using digital tools to enhance teaching now and post-Covid-19

Michael Sankey

Griffith University

Podcast discussing building resilience and protecting well-being among university staff and students

THE podcast: making the case for better faculty training

How should the role of academics evolve to ensure students receive the high quality teaching they deserve?

Brian Schmidt, Alexandra Mihai

Australian National University, UCL

Webinar discussion how to reduce student drop out rates in the context of the pandemic and online learning

Understanding attrition: what can be done to reduce student dropouts post pandemic?

How has the pandemic affected student dropout rates? And what can universities can do to boost student retention now and in the future? We discuss student attrition with a panel of experts from the UK and Australia

Sally Kift, Jacqueline Stevenson, David Woolley

The Australian Learning and Teaching Fellows, University of Leeds

Using learning analytics to enhance digital teaching delivery

DIY learning analytics: using data to improve online teaching

Jennifer Lawrence explains how to use small-scale data analytics to monitor student progress and improve digital teaching delivery

Jennifer Lawrence

University of New England

Advice on getting the most out of asynchronous discussions when teaching online

Asynchronous discussions – how and why

Asynchronous discussions facilitate deeper reflection and critical thinking about course content. Paul Moss explains how to ensure such online discussions benefit all students on their learning journey

Paul Moss

Adelaide University

Steer the course: Help students navigate the online learning journey

Steer the course: Help students navigate the online learning journey

Technology supports a more flexible approach to learning, but it is important that instructors guide students through the course to ensure they engage with content in a logical order, as Kylie Readman, Garth Maker and Astrid Davine explain

Kylie Readman, Garth Maker, Astrid Davine

Murdoch University

Developing students' digital literacy skills

Developing students’ digital skills through online learning

Digital skills are key to the future employability of most graduates. Jo Coldwell-Neilson advises on how to embed digital literacy training into all aspects of online higher education

Jo Coldwell-Neilson

Deakin University

Boosting student employability via digital learning

Boosting student employability through virtual experience

From digital industry projects to virtual internships, employability can be enhanced online in many ways, but it is how students reflect upon and learn from their experiences that is important, as Dino Willox and Laura-Anne Bull explain

Dino Willox, Laura-Anne Bull

The University of Queensland

Redefining higher education for the digital age

The lecture is dead, long live the lecture

The move to online teaching is a chance to redesign higher education delivery to reflect the way students learn in our digital age, replacing traditional lectures with more interactive material

Kylie Readman, Garth Maker, Astrid Davine

Murdoch University

Communicate your online teaching structure to students before the course starts

How to communicate your online teaching structure to students – and why it matters

It is important to explain your online teaching plan to students at the start of the course, so they know what to expect. Here, Dawn Gilmore explains why and how to do this.

Dawn Gilmore

RMIT University

Breaking online lectures down into chunks aids learning outcomes

Chunking lectures – it’s a no brainer

Students respond much better to manageable packages of information. Here Paul Moss explains why and how to go about ‘chunking’ online lectures to get the best results from students

Paul Moss

Adelaide University

Negotiated assessment boosts student engagement online and lowers the risk of cheating

Negotiated assessment in online teaching – the same learning outcomes measured in different ways

Authentic assessment is one of the biggest challenges associated with online teaching and learning. Here Katherine Baverstock explains why negotiated assessment engages remote students and lowers the risk of cheating

Katherine Baverstock

RMIT University

Use 360-degree video to create a more immersive digital learning experience

Using 360-degree video to bring online classes to life

Using 360-degree video can help create a more immersive digital learning experience, making practical aspects of online classes more realistic. Here Jane Frost draws on her experience of training nurses to explain how it can be used

Jane Frost

University of Canberra

How to create an engaging online experience using Microsoft Teams

Learn how to use Microsoft Teams to offer students an engaging online learning experience with David Kellerman, senior lecturer at UNSW

David Kellerman

UNSW Sydney

The secret to timely, relevant, inclusive communication with students

Effective communication is vital to engaging and positive remote study. Cathy Stone offers advice on how to ensure communication between institutions and students is timely, relevant and inclusive

Cathy Stone

The University of Newcastle, Australia

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