The Traditional Classroom Problem For generations, the image of a classroom has stayed largely unchanged: rows of tables and chairs facing the front, a lecturer near a whiteboard or screen, overhead fluorescent lights, and four walls that define the learning environment. Despite rapid advances in technology, evolving student expectations, and […]
Assessment & Feedback - Reflections & Provocations
The Assessment Illusion: Why Precision in Grading is a Myth
Higher education frequently treats grades as exact indicators of learning. For example, one student might get 74%, while another earns 75%. Similarly, one might be awarded a Credit and the other a Distinction. Transcripts, GPA calculations, scholarship rankings, and postgraduate admissions all operate under the assumption that these distinctions are […]
Innovation & Future of Higher Education - Student Learning & Engagement
Innovation in Higher Education: Beyond Technology and Buzzwords
Innovation Everywhere, Definition Nowhere “Innovation” is a commonly used term in higher education, appearing in strategic plans, mission statements, conference themes, funding proposals, and meetings. Universities often market themselves as innovative, educators are encouraged to adopt innovative practices, and students are promised innovative learning experiences. Despite this frequent usage, the […]
Innovation & Future of Higher Education - Reflections & Provocations - Student Learning & Engagement - Teaching Practice
The LMS Divide: Should Online and In-Person Students Have Different Access?
The LMS as a Repository…or a Learning Environment Historically, the LMS often served as a storage space. The “real” teaching happened in the classroom, while the LMS acted as an administrative support system around it. That distinction is no longer as clear. Today, the LMS determines how students navigate units, […]
Academic Identity & Professional Learning - Student Learning & Engagement - Teaching Practice
Teaching as Performance vs Teaching as Design
Teaching is often perceived and judged as a performance. We walk into a room, deliver content, facilitate discussion, respond in the moment, and manage the energy of the class. When it goes well, it feels engaging, dynamic, and successful. When it doesn’t, it can feel flat, disconnected, or difficult to […]