Stepping stones to milestones: micro-moments for engagementTo connect effectively with alumni, bite-sized content must mirror the complexity of the lives it touches, writes Florence NeoFlorence NeoSingapore Management University
Turning skills into stories: how longitudinal skills portfolios enhance student employabilityUniversities are adopting reflective digital tools to help students connect their learning to graduate skills. Here’s what they’re doing and why it matters nowCat BaileyJisc
Using small-scale ChatGPT integration to introduce online students to GenAIIntegration of ChatGPT into online learning does not have to be a huge project. A small-scale, flexible writing task can address your students’ needs. But if they are working professionals, you should know their capacity for using technologyJonathan ZaccariniColumbia University
The power of short courses in transforming the workplaceWhat started out as a business research project into low productivity became a commercially successful short course. Perhaps it’s time to think outside the box and respond to what businesses needRichard SaundryThe University of Westminster
What makes a university extension programme stand out?A holistic approach to extension courses that includes easy access to information, personalised support, workforce development assistance and end-to-end engagement will help institutions shine in a crowded marketJaimie RushUniversity of La Verne
Universities must evolve from degree-granting hubs to social anchorsHigher education institutions can be incubators for ethical leadership, lifelong learning ecosystems and community partnerships, writes Rahim SomaniRahim SomaniUniversity of Northern British Columbia
Should universities meet all industry demands?With higher education institutions adapting their programmes to prepare students for future jobs, they risk producing corporatised graduates to a detriment of innovation or even business’ best interests, writes Stéphane BouchonnetStéphane BouchonnetÉcole Polytechnique
How to transition from a student to a researcher mindset Tips for developing a professional network, building resilience and making a realistic research career planNoman MahtabLondon College of Contemporary Arts
Imagine an age-inclusive university sectorAge inclusion should be part of universities’ mission, as well as their day-to-day operations. To not support staff and students at all stages of their academic life is an opportunity missedPaul Harpur, Brooke Szücs, Nancy A. PachanaThe University of Queensland
How can we better support our postgraduate students?The challenges postgraduate taught students face are different from those of their undergraduate counterparts. Here are some ways to help them overcome themEllen Bell, Kelly Edmunds The University of East Anglia
How can universities encourage active ageing? As life expectancies rise, universities must prepare to welcome more older students. Here are some ways to ensure institutions are inclusive spaces for these learnersHusnul FitriThe University of Indonesia
Key strategies for successfully marketing an online courseHighlighting multimedia aspects, networking opportunities and the value of your course’s credential value are some of the ways institutions should be marketing their online education offeringValeria Adriazola Dalhousie University
Joining hands across institutions makes light workCommunities of practice can help overextended faculty and staff maximise programme impact and bandwidth for career practitionersKarena Nguyen , Paola Cepeda, Anne-Sophie Bohrer, Matthew WarnerGeorgia Tech’s Center for 21st Century Universities, Washington University in St Louis, University of Wisconsin–Madison, North Dakota State University
How I pioneered a graduate apprenticeship programme in architectural technologyLaunching a graduate apprenticeship programme has provided an alternative route to graduate-level education for mature, female and employed students. Here’s how to do itSuha JaradatEdinburgh Napier University
What are students paying for when they learn online?Understanding the time investment, industry input and subject matter expertise that go into creating quality online content should give learners a sense of confidence, write Mick Grimley and Lisa BurdesMick Grimley, Lisa BurdesTe Whare Wānanga o Waitaha | University of Canterbury
19 ways to promote your online courseIn a crowded marketplace, marketing online courses can be challenging. Here are 19 proven strategies to get the word outShefa Mostafa GawishDubai Medical University
How to enhance teaching skills in a multidisciplinary environmentTechnical challenges as well as the personal demands that teachers face make support programmes at higher education institutions all the more important. Here’s how self-paced, modular training can boost teacher engagement and student satisfaction Borbála KozmaSemmelweis University
Teach the skills required for a future we can’t yet imagineTimes are changing too quickly for any of us to accurately predict what the future employment market will look like. But we can still prepare our students. Hajer N. Sheikh advocates for a more agile approachHajer N. SheikhDubai Medical University
For the future of higher education, we need to educate the whole studentIn this extract from his book ‘The Learning-Centered University’, Steven Mintz lays out his vision of higher education’s future, and proposes a new way of learningSteven MintzUniversity of Texas at Austin
Let’s give learners on all levels the skills for a green futureTo support the switch to a green economy, educators need to update sustainability education programmes to meet learners’ needs. Ethan Chong Yih Tng offers his tipsEthan Chong Yih Tng Singapore Institute of Technology
Leverage large language models to assess soft skills in lifelong learningLeadership and critical-thinking skills are difficult to measure. Here, Jonna Lee offers case studies that test the idea of integrating large language models into assessment practices as a feedback tool to empower both students and instructorsJonna Lee Georgia Tech’s Center for 21st Century Universities
Seven things driving the evolution of the university in the 21st centuryHow can we align higher education with the changing demands of society? Urbi Ghosh identifies the seven factors involved in transforming the universityUrbi GhoshColorado State University
The three stages of developing a framework to support students of open and distance learningOpen and distance learning may offer a way for graduates to separate themselves from the herd, but some struggle with online learning practices. Cheng Yee Ng details how she developed the framework to address these challenges Cheng Yee Ng Universiti Teknologi Petronas (UTP)
Campus webinar: How to make lifelong learning a strategic priorityThree lifelong learning experts from Campus+ partner institutions in Asia discuss how universities can embed a culture of continuous education beyond the traditional degree pathwayAliana Leong, Gary Pan, Forest TanMacau University of Science and Technology, Singapore Management University, Singapore Institute of Technology
Cut down your marking time by using whole-class feedbackWhole-class feedback offers three advantages – it’s time saving, it encourages self-regulation and will help identify any weaknesses in the rubric. Paul Moss shows how it’s donePaul MossThe University of Adelaide
Make ‘switch your phone on’ a requirement of your lessonsStudents are more likely to carry smartphones than pens when they walk into your class, so make use of their potential. Fernando Rosell-Aguilar outlines how to involve your students’ favourite device in active learning experiencesFernando Rosell-Aguilar Arden University
Every student in Scotland can vote: here’s why that should matter to educatorsTeach your students that voting is an investment in the future – and help them build a lifelong habit. Murray Leith offers advice Murray LeithUniversity of the West of Scotland
THE podcast: microcredentials are knocking. Will higher education answer?Tips from 10 years of Moocs at the University of Edinburgh and a call to arms to embrace technology for greater equity and financial sustainabilityMelissa Highton, Michael D. SmithThe University of Edinburgh, Carnegie Mellon University
What are the key components of an effective lifelong-learning culture?Continuing engagement with education doesn’t just happen. Universities need to put the right elements in place to support a culture of lifelong learning, writes Cheong FanCheong FanMacau University of Science and Technology
In the age of AI, teach your students how to be human Look to the arts to help develop your students’ skills for navigating the real world. Lucy Gill-Simmen proposes her vision of a more well-rounded educationLucy Gill-SimmenRoyal Holloway, University of London
The world isn’t sorted into modules, nor should authentic learning be Faculty should combine their modules for an interdisciplinary, real-world based approach to learning, argues Angela Ng Angela NgSingapore Institute of Technology
How consensus grading can help build a generation of critical thinkers Instead of punitive testing and high-stakes exams, consensus grading helps students learn how to critique their own work. James Thompson encourages a real-time reflective approach to assessmentJames ThompsonThe University of Adelaide
What about lifelong learning for international students?International students might not be comfortable with the student-centred mindset that underpins continuous, self-directed learning. We must prepare them for lifelong learning so they are not left behind, argues Graham WiseGraham WiseTe Whare Wānanga o Waitaha | University of Canterbury
Childcare remains a barrier for too many learners. Here’s how institutions can helpUniversities can design programmes that meet student-parents where they are with their childcare needs – here, Joanitt Montano and Chike Aguh outline three waysJoanitt Montano , Chike Aguh College of Health Care Professions, Harvard University
Humble enquiry: the transformative benefits of ‘not knowing’ in academiaHow academics can embrace ‘not knowing’ as a powerful tool to drive learning, creativity and innovationLyn R. KeithThe University of the West Indies
When it comes to professional development, let’s not forget part-time lecturersWhat could universities do to better support the professional development of part-time teaching staff? Martin W. Andrews and Ruth Lang investigateMartin W. Andrews, Ruth LangThe University of Portsmouth, Royal College of Art, London School of Architecture
Moving microcredentials forward: how universities are incubators and early adoptersEducation innovation will transform lifetime learning in two main ways: compacting instruction into digestible bites and standardising how microcredentials are used and delivered in (and beyond) higher educationJonna Lee , Eric Scott SembratGeorgia Tech’s Center for 21st Century Universities
How to create K-12 programmes to boost belonging and participationLearning outside the traditional school day can help shape a young person’s lifelong education journey. Here’s how university programmes can establish an environment where they can thrive Sirocus BarnesGeorgia Tech’s Center for 21st Century Universities
Higher apprenticeships reimagined for lifelong learnersIf Australia is serious about addressing pressing skills shortages and rapidly changing technology and labour markets, lifelong learning must become a practical reality, not an abstract goal, says Mish EastmanMish EastmanRMIT University
Open educational resources to make lifelong learning accessible to allHow open educational resources can be created and managed to ensure courses and materials that support lifelong learning are accessible to all aspiring students at little or no costFiona BucklandThe University of Edinburgh
The three Cs of the 21st-century workplace: cognition, character and careerChanging skill demands require a lifelong approach to education that prioritises self-efficacy, critical thinking and a growth mindset. Here is how these elements can fit together in learning and career preparationVijayakumari Seevaratnam, Russell ManfieldThe University of Queensland
What’s needed for stackable microcredentials towards a degree?Forest Tan describes how to begin creating a flexible pathway where learners can accumulate microcredentials aligned to industry that can stack towards a degreeForest TanSingapore Institute of Technology
Why we need a new model for professional development credentialsClose collaboration between universities and industry can help higher education address the ‘skills emergency’ and rebuild trust in university qualifications, writes Mick GrimleyMick GrimleyTe Whare Wānanga o Waitaha | University of Canterbury
How to coach in-employment lifelong learners for successA team from Singapore Institute of Technology offers insights from working with in-employment learners who are seeking to upskill by studying for degreesChow Peck Chee , Julian Matius , May LimSingapore Institute of Technology
What makes an effective microcredential programme?Short, flexible and skills-focused, microcredentials must balance the needs of students and industry. Here are tips on how to develop courses that achieve thisTemesgen KifleThe University of Queensland
Learning to learn: developing students into effective lifelong learnersKevinia Cheung outlines an institutional approach to developing undergraduates’ ability to ‘learn to learn’Kevinia CheungThe Hong Kong Polytechnic University
Learning by doing: practical tips from a decade of making MoocsLessons gained during a decade of developing and refining massive open online courses from two online learning experts Stuart Nicol , Fiona BucklandThe University of Edinburgh
How to design and build microcredentials in four stepsA team from Monterrey Institute of Technology explains how to plan, design, deliver and measure microcredentials at your universityVerónica Alejandra Pérez Aguirre , Laura Patricia Aldape , Karla Margarita Banda MartínezMonterrey Institute of Technology
Alumni as a benchmark of student successThree focal areas by which universities can track student success by looking at what graduates go on to do after completing their coursesAdeola Matthew The University of the West Indies
Bring your learners to life through personasUnderstanding your learners and their needs enables you to develop more engaging courses, and personas are a great tool to help you achieve this, as Andrés Ordorica explainsAndrés Ordorica The University of Edinburgh