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Introduction to the SOLO taxonomy

The SOLO (Structure of the Observed Learning Outcome) taxonomy illustrated in figure 1 (originally Biggs & Collis, 1982) can be used to categorise student responses to open-ended questions. The rubric …

ePortfolio activity 1(b)

This is the second of two activities for this course, Introduction to Learning and Teaching in Higher Education, which you need to record in your ePortfolio. You can refer to …

Summary and reflection

Week 2 Summary and reflection Week 2 of the course encouraged you to focus on writing good learning outcomes, exploring technologies which you could use in your teaching and learn …

Feedback: What students think

We talked to students at UNSW across a range of disciplines and years and asked them about their experiences of assessment in their faculties. Watch the video and listen to …

Assessment: What students think

We talked to students at UNSW across a range of disciplines and years and asked them about their experiences of assessment in their faculties. Watch the video and listen to …

Issues in learning and teaching: Feedback

With higher educational institutions experiencing increased class sizes over the last few decades, opportunities to provide ongoing personalised high quality feedback have decreased. Moves to blended, online and flipped classroom …

Issues in learning and teaching: blended

Listen to teaching staff at UNSW talk about their experiences with blended learning. Talking point Consider the many strategies they talk about Identify a strategy that is new to you …

Summary and reflection

Summary and reflection Week 2 of the course encouraged you to focus on writing good learning outcomes, exploring technologies which you could use in your teaching and learn about some …

Making lectures more effective and engaging

In Week 1 of this course we looked at student approaches to learning and listened to teachers talking about student-centred approaches to teaching. A large majority of university teaching still …