Today we are launching our first portfolio of microcredentials, opening new pathways for professionals to engage with postgraduate study.
This month we explore digital wellbeing for staff. We’ll reflect on how digital practices affect our working lives and share experiences of what helps and what challenges wellbeing in our workplace.
How do you design lifelong learning at scale? This post explores how stackable credit, flexible student journeys, digital infrastructure and a federal model combine to turn microcredentials from policy aspiration into institutional practice.
With lifelong learning back on the policy agenda, we are introducing stackable microcredentials designed for flexible access, low-friction entry, supportive assessment and credit accumulation across working lives.
This month we explore what digital equity means for transnational students, drawing on student voice research to reflect on how online education is experienced across diverse global contexts.
A lively critical discussion on the Community of Inquiry framework prompted fresh questions about presence, participation, and what community really means in digital learning. Key insights from November’s reading group.
December’s reading group draws on classic and emerging research to understand how humans and AI can work together to enrich educational practice and explore what makes the best human–AI team for learners.
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.