What turns a learning simulation into a meaningful learning experience? Explore seven practical questions to guide your design.
Tag: online learning
How can we create a sense of care, connection and belonging for students we may never meet? September’s Digital Education Reading Group explores what a more humanistic approach to asynchronous and digitally mediated learning might look like in practice.
A learning designer shares how generative AI helped turn an idea for a financial management simulation into a working learning experience, and why learning design expertise remained essential throughout the process.
Our expanded portfolio of stackable microcredentials is helping reshape the future of flexible postgraduate education.
In this month’s reading group we ask – As AI transforms online learning, which discussion forums still serve a meaningful educational purpose and which have outlived their usefulness?
Designing assessment for our microcredentials had been a challenge! Here we share practical approaches to creating on-demandc, scalable assessment that supports both academic rigour and real-world relevance.
This month, we revisit the question: what difference, if any, does learning technology actually make? Drawing on Clark, Kozma, and key philosophical perspectives we consider its relevance in the age of AI and digital platforms.
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 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.