News

UQ is embracing the challenges and opportunities big data creates in higher education. Dr Hassan Khosravi invites your thoughts and offers his view on how educational data sets should be collected, accessed and utilised to improve teaching and learning.

Email is a helpful form of communication. Yet staying connected 24/7 is not healthy. Reframing email in relation to deep work, Associate Professor Kelly Matthews shares her story of managing emails to reclaim work/life balance and increase the quality of her teaching and research.

As UQ moves into blended learning mode you may be under the impression that the key role of a Learning Designer is to support technology based innovations. Dr Lynda Shevellar from the School of Social Science busts this myth alongside Learning Designer Chris Frost.

Transforming passive learners into active learners so that they may become game-changing graduates is part of UQ’s Student Strategy (2016-2020). UQ has pressed fast forward on the integration of blended, active and online learning, but where does game-based learning sit in the scope of these initiatives, and what value does it add to the student experience?

How can you tap into your teaching philosophy to have real impact for your teaching, research and confirmation or promotion? Dr Rhonda Faragher speaks to her experience on developing a meaningful teaching philosophy and committee representatives highlight how it contributes to developing a stand out academic portfolio.

Every student at UQ will have the opportunity to experience entrepreneurial learning. UQ is integrating entrepreneurship in everything we do. These are excerpts from UQ Entrepreneurship Strategy 2018–2022. But what is entrepreneurship and how do we teach it?

We thought we had these great ideas to engage students in problem-solving. We thought students would like the idea of being enterprising, thinking like entrepreneurs. In a course about innovation and leadership at a university that is all about creating change for a better world, solving complex problems as core assessment tasks seemed like a no-brainer.

If you ask five people what is ‘blended learning’, I suspect you’ll get ten different answers. Is it as simple as students learning from face-to-face interactions as well as online resources? If so, then all courses at UQ are ‘blended’, right? But it is not that simple, nor should it be.

It was the first lecture in a first-year course. He introduced the course and the teaching team. He did what you would expect in a first lecture. But then he did this simple yet powerful thing.