Designing employability into microcredentials requires more than good intentions. This post explores how we’ve created a scalable, personalised approach that helps learners recognise, develop and articulate real-world skills.
Tag: learning design
Drawing on learner data and practical use of AI tools, we share how redesigning our MOOCs improved engagement, persistence and course completion.
How do you turn traditional degree modules into flexible, self-paced microcredentials? This post explores the design choices behind making lifelong learning work in practice.
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.
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.
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.