Daniel Andrews discusses strategies for encouraging students to move beyond surface learning strategies to develop and deep understanding during their studies.
Jen Martin encourages us to ask ourselves, have you ever felt like a fraud? Have you felt that you don’t belong? Have you felt that you aren’t experienced or smart enough to be doing what you’re doing? Join the club!
Thomas Corbin, Gene Flenady & Joanna Tai identify key limitations of GenAI feedback focusing on the relational side of the feedback process where the human touch is crucial.
Tim Chambers challenges us to rethink what authenticity in assessment really means and sheds light on how authentic tasks can aid psychological well-being.
In his post, Sasha Nikolic suggests that we can’t ignore GenAI. We need to learn to live with it, which involves teaching students to use it ethically and productively.
Daniela Castro de Jong & Priya Khanna liken the programmatic assessment journey to that of a long road trip, difficult at times, but certainly worthwhile!
Nicole Reinke, Eva Hatje & Mary Kynn point out key considerations when using emojis to communicate—and it turns out, we should use them with a bit of caution.
