Blog

Liz Hardie, SCiLAB’s Director, outlines the 3 crucial ways the centre involves students in the Scholarship of Teaching and Learning (SoTL), moving from mere participants, to strategic partners and co-creators.

This blog explores ‘Words of Wisdom’ - a pilot project developed at The Open University by the Learning Design Team to showcase how sustainability is being meaningfully embedded across curricula and the wider student learning experience.

What does netnography become in an era of AI-generated social media? This blog explores what this new context means for researchers carrying out qualitative research in digital spaces.

Tutors share what it’s like supporting students with dyslexia, revealing where higher education works well and where clearer inclusive guidance and practices could transform student success.

AI has the potential to enhance leadership learning, but only when its use is driven by sound pedagogy rather than technological novelty. This blog sets out three practical design principles for integrating chatbots into leadership education as tools for rehearsal and structured reflection.

What does impact look like in a virtual incubator? This blog explores new research creating a framework to measure learning, innovation, and entrepreneurial growth in fully online university incubators.

Professor Paul Maharg reflects on a recent seminar for SCiLAB, focusing on two significant educational approaches in Law and related disciplines; the use of a new simulation platform, SIMple, along with the use of simulated clients (SCs).

What does effective mentoring look like for Practice Tutors? Our research shows how flexible, peer-informed approaches boost confidence, shape workload, and strengthen staff development at the Open University.

Students in a joint honours Criminology and Law programme found law lecturers’ feedback detailed but often blunt and demotivating, contrasting with the friendlier tone of criminology feedback. This article suggests this stems from law lecturers’ practitioner identity and recommends training and community engagement to foster a more supportive, learner-focused approach.