This month we’ll examine the Community of Inquiry framework (2000) alongside Xin’s (2012) critique, exploring why CoI became so influential, its practical strengths, and the risks of oversimplifying complex online learning.
Faced with a laborious video migration task, Stephen Ogden explores how the “correct application of laziness”, through automation, can save time, but only if paired with careful planning.
How our Student Life team used GenAI to analyse student feedback: By shifting from prompt engineering to context engineering they turned raw feedback into clear, actionable insights.
A behind-the-scenes look at how we used Coursensu for AI-supported course design and a portfolio-based assessment model that makes student use of AI transparent and constructive.
We recently explored how AI-powered Socratic dialogues can offer a new, scalable approach to fostering personalised reflection and deeper learner engagement in online education.
A behind-the-scenes look at how colleagues are using the Canvas API and AI to solve problems, create content, and share practical innovations in digital education.
Our discussion of a large-scale study on online learning design sparked critical reflections on structure, tutor presence, and what truly supports student success. Key takeaways from July’s reading group.
Leonard Houx leads July’s reading group, exploring new research that identifies specific online teaching practices that truly support student success.
Bringing together course administrators from across the University of London, this post shares insights from a network event on building professional identity, fostering academic partnerships, and advocating for recognition in distance learning support.
How can games and play enrich engagement and identity in higher education? Key takeaways from June’s reading group.