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Professionals are using GenAI to produce work for them all the time – why shouldn’t students?

By Will Lamb,

Will Lamb from UTS College explains an educational approach to GenAI to support students in using it effectively.

Breaking beautiful: the visible stitches of sustainable learning design

By Marko Antic,

What does a centuries-old Japanese stitching technique have to do with university learning design?

How should we manage disruptive behaviour in the classroom?

By Education Portfolio,

A new self-paced module to help you manage disruptive behaviour and foster safer learning spaces for all students.

Stardust and saplings: reflections on planetary empathy  

By Elaine Correia Moll,

Planetary health invites us to expand our circle of care, and extend our empathy to the more-than-human world.

Bingo! – taking gamification from the gym to the classroom

By Marko Antic,

Applying the playfulness and rewards of a 'Winter bingo' gym incentive to learning design? No sweat!

What GenAI means for WIL: reflections from the latest WILN meetup

By Rhiannon Hall,

Insights and ideas for how we might prepare students in different disciplines for AI in the workplace.

The power of lived experience: designing an accessible chronic pain program

By Giulia Clemente,

Embracing lived experience and technical challenges led to breakthrough insights in inclusive learning design for Giulia Clemente.

Who do we think you are, and why does it matter in education?

By Lucy Blakemore,

How can we look beyond labels to see who our students really are, and what they need to help them learn?

The gift of private growth: effective practices in self-paced learning

By Mais Fatayer,

Discover how self-paced learning is a sustainable and scalable way of enabling professional development.

Leveraging custom Copilot agents for industry practice

By Biyanka Ekanayake,

Construction and property students take a deeper look at the potential of AI customisation.

Showing 201-210 of 1864

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