The University of Adelaide

The University of Adelaide

The University of Adelaide is ranked in the top 100 universities worldwide for its teaching and research, which attracts more than 29,000 students from over 110 countries. A member of Australia’s prestigious “Group of Eight”, the university boasts five Nobel laureates, more than 110 Rhodes Scholars and Australia’s first female prime minister among its alumni.

A yellow toy robot waves hello

How hard can it be? Testing the dependability of AI detection tools

Students are using artificial intelligence to write essays and other assessment tasks, but can they fool the AI detection tools? Daniel Lee and Edward Palmer put a few to the test

Edward Palmer, Daniel Lee

The University of Adelaide

Writing a prompt for generative AI

Mastering generative AI: crafting reusable prompts for effective learning design

Richard McInnes and Ajay Kulkarni discuss how to get consistent, quality and replicable results when using generative AI to support course design and development

Richard McInnes, Ajay Kulkarni

The University of Adelaide

Student money worries ahead of internship

Equitable access to work-integrated learning is finally on the agenda in Australia

A group of Australian academics discusses what changes could ameliorate the issues faced by students from equity groups when it comes to accessing internships

Anne Hewitt , Craig Cameron , Deanna Grant-Smith , Laura Grenfell

The University of Adelaide, University of the Sunshine Coast, Queensland University of Technology

ChatGPT for course design

Embracing generative AI as a co-design partner for designing and developing courses

Generative AI is here to stay, so what opportunities are there for educational developers and learning designers to leverage it as a partner when designing courses?

Richard McInnes

The University of Adelaide

Group discussion

Using active learning to increase student engagement and understanding

Creating an active learning environment in a large group setting is challenging. Ingrid Sierp shares ways to increase engagement, encourage attendance and gauge understanding in real time

Ingrid Sierp

The University of Adelaide

Chained to the desk

The scramble to push students towards internships is troubling

With employability at all costs now dominating HE, we seem to be ignoring the very real problems of a system built on free labour and work placements, says Anne Hewitt

Anne Hewitt

The University of Adelaide

Storyboarding is a crucial step in using animations for university teaching

Using animation is a great way to stimulate learner engagement

Videos are a popular means of engaging students in learning concepts, and using animated videos allows a wide range of contexts and situations to be explored

Mahmud Masum, Janice Loftus , Paul Moss

The University of Adelaide

Group activities can help HDR student belonging

We must help HDR students experience a sense of community and belonging

A University of Adelaide team on what can be done to enhance community for higher degree by research students and how to ensure they see this culture from the outside

Multiple authors

The University of Adelaide

Checklists and other course quality evaluation tools

Seven steps to make an effective course quality evaluation instrument

Tools such as rubrics and checklists are increasingly common for monitoring the quality of courses, so how do we choose the best one for our purposes?

Richard McInnes

The University of Adelaide

Mentorship and helping

Leading through mentorship: a guide to the ups and downs

Anna Chur-Hansen reflects on her experiences as a mentee and mentor, how this skill can be developed and how it contributes to the building of a meaningful career

Anna Chur-Hansen

The University of Adelaide

Leading with empathy is more important than ever in HE

How to be an empathetic leader during times of change

No one style is the panacea for all leadership challenges but, as Rachel Gibson explains, empathy is a crucial ingredient for leadership success

Rachel Gibson

The University of Adelaide

Catching up with academic colleagues is part of keeping it REAL

Authentic leadership: the four pillars of keeping it ‘REAL’

Corinna van den Heuvel explains how developing a strong personal leadership philosophy is key to authenticity as a leader

Corinna van den Heuvel

The University of Adelaide

Mentoring postgrad students well requires much planning

Setting up right is crucial for supervision success – here’s how

Successful supervision requires careful planning. Tania Crotti and Anna Szorenyi share road-tested approaches to establishing and maintaining effective supervisory practices

Tania Crotti , Anna Szorenyi

The University of Adelaide

A team examining data

How data from digital learning tools can refine teaching

Digital learning tools enable educators to quickly collect and analyse student performance data in order to refine their teaching, as Paul Moss explains

Paul Moss

The University of Adelaide

Relationship-building skills are transferable from the workplace to academia

Relationship-building: the key to effective teaching

Teaching in HE is daunting for new academics, but interpersonal skills honed in the workplace provide strong foundations, say Charles Marley and colleagues

Charles Marley

The University of Adelaide

Communities of practice are an excellent way for staff and faculty to share knowledge

Communities of practice: how to help them thrive

There are few better ways for staff to build and share knowledge within institutions, but while communities of practice can evolve organically, they also need nurturing

Melanie Brown

The University of Adelaide

Using comic books can be a great way to teach complex topics to university students

Picture this! Teaching difficult concepts through comics

David Brown and Mark Giancaspro explain how they use visualisation to maximise engagement and student success when teaching complex topics

Mark Giancaspro , David Brown

The University of Adelaide

A lecturer marking dozens of assignments

A step-by-step guide to designing rubrics that will save hours of marking time

Designing marking rubrics that provide guidance but with enough flexibility for students to demonstrate knowledge and skills in multiple ways is a difficult balancing act. Paul Moss explains how it can be done

Paul Moss

The University of Adelaide

Advice on explaining to students why they should keep their cameras on during online classes

Stay in the frame: how to persuade students to keep cameras on in lessons

Paul Moss shares advice on how to convince students that making themselves visible during online classes is in their own interest and will aid learning outcomes

Paul Moss

The University of Adelaide

An overview of how cognitive load can be used to determine how challenging your learning content can be before it risks alienating students

How challenging can my content be?

Paul Moss explores the concept of cognitive load as a way to determine how challenging your learning content should be to remain effective

Paul Moss

The University of Adelaide

Guidance on building space into curricula for creative exploration and discussion of topics

Making space for creativity in higher education

Paul Moss explains why and how university tutors should create opportunities for creative exploration among students within their courses

Paul Moss

The University of Adelaide

Identifying the building blocks that make up your knowledge

Course learning outcomes: how to create them and align them to assessment

Paul Moss explains how to structure online courses to build students’ knowledge methodically towards set learning outcomes and skills that should themselves be used to shape assessment

Paul Moss

The University of Adelaide

Advice on getting the most out of asynchronous discussions when teaching online

Asynchronous discussions – how and why

Asynchronous discussions facilitate deeper reflection and critical thinking about course content. Paul Moss explains how to ensure such online discussions benefit all students on their learning journey

Paul Moss

The University of Adelaide

Breaking online lectures down into chunks aids learning outcomes

Chunking lectures – it’s a no brainer

Students respond much better to manageable packages of information. Here Paul Moss explains why and how to go about ‘chunking’ online lectures to get the best results from students

Paul Moss

The University of Adelaide