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The rapid and chaotic response to the COVID-19 pandemic in the learning and teaching space is something that should be applauded and learned from. The side effects of rapidly flipping face-to-face courses to online delivery modes has meant that (understandably) - not all of the consideration, time and quality assurance we’d usually give to a learning experience has taken place.
So, you have a dilemma: you have 30 students and normally run 3 tutorials of 10 each, but 5 students are remote. You can’t afford to run a fourth with only remote students. You need to include them in the 3rd tutorial. But how can it be done in a way that feels like the remote and face to face students are connected as one, are equally engaged in the tutorial, and getting a quality learning experience?
To celebrate the release of this new book, Revivalistics: From the Genesis of Israeli to Language Reclamation in Australia and Beyond, we spoke to Professor Ghil’ad Zuckermann about what inspired his love for revivalistics, how the events of 2020 will impact language revival and what needs to be done to stop languages from becoming extinct.
Establishing best practice on the use of recorded lectures: a Q&A with Associate Professor Dimitra Lekkas
Associate Professor Dimitra Lekkas shares findings from her 2019 Learning Enhancement & Innovation Grant: “Does attendance at live lectures and use of recordings matter to student learning?”
The University of Adelaide’s open digital learning initiative, AdelaideX has been providing access to free online education pathways for learners worldwide since 2015.
Students’ early online activity and assessment grades produce valuable data points that help us to predict which students are at risk of failing and potentially attriting from the University.
The Learning Analytics team have developed Assessment Mapping insights that visually show planned assessments and can assist with planning and scheduling assessments to avoid clashes.