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Learning Experiences and Innovation
14 August 2025
2 minutes to readFrom Convenor to Conductor: Leading Teams for Large-Scale Modules
In the final instalment of this series on teaching at scale, we explore effective approaches to leading and coordinating a teaching team. Teaching 500+ students takes a team. Here’s how to lead one with clarity, collaboration and care. No one teaches a mega-module alone. When your student cohort reaches 500+, success hinges not…
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7 August 2025
2 minutes to readAlways On: Supporting Students in Extra-Large Modules
In part 7 of this series on teaching at scale the focus is on student support. When 500+ students are relying on you, student support needs to be proactive, streamlined, and scalable. In a module of 30 students, you might answer questions informally after class. In a module of 500+, even one…
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31 July 2025
2 minutes to readAssessment at Scale: Clarity, Relevance and Manageability
Part 6 of our series on teaching at scale explores the topic of assessment. With 500+ students, your assessment plan has to work for everyone, from students and staff to systems and schedules. In this post, colleagues Dr Cliff Li and colleagues teaching on very large modules in the University of Exeter Business…
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24 July 2025
2 minutes to readTeaching Everyone: Inclusion and Challenge in Large Multidisciplinary Cohorts
In part 5 of this series of posts, Dr Cliff Li and the Team from the University of Exeter Business School have some tips to help us to address issues of diversity and challenge. From seasoned business students to arts undergrads encountering entrepreneurship for the first time, how do you design a…
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17 July 2025
2 minutes to readCreating Belonging in Extra-Large Cohorts: Pro-Social Pedagogy in Action
We know that student belonging doesn’t scale automatically, especially in a module of 500+. In this post, the fourth in a series from colleagues at the University of Exeter Business School on teaching large modules, we discuss how using pro-social learning approaches can create belonging and collaboration for learners, even in modules…
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10 July 2025
6 minutes to readFuture-Proof Learning: A curriculum centred on transferable skills
Most STEM programmes require high standards of proficiency in maths at undergraduate level and failure to meet sufficiently high grades in maths is a key reason for students not achieving an undergraduate place. In response to Exeter’s commitment to Widening Participation, in 2021, the Faculty of Environment, Science and Economy (former CEMPS)…
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3 July 2025
2 minutes to readBeyond the Video Lecture: Flipping the Classroom for Massive Modules
In part three of our guidance around teaching large cohorts, the team from the University of Exeter Business School are discussing flipped learning. Flipped learning works – but only if students engage. Here’s how to design active, inclusive, and AI-resilient experiences at scale. Flipped classrooms offer a compelling approach to teaching large…
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26 June 2025
2 minutes to readFairness at Scale: How to Calibrate and Coordinate Large-Scale Marking
In the second of our blog series on leading extra large modules, the team from the University of Exeter Business School are concentrating on consistency in assessment. Consistency in assessment is a cornerstone of quality. Here’s how to make marking fair and efficient when your module enrols hundreds. Fair and consistent marking…
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20 June 2025
2 minutes to readDesigning for Thousands: Planning Extra-Large Modules with Purpose
When your module enrols 500+ students, clarity, consistency and creativity in design are essential. Here’s how to plan with confidence. What happens when your module enrols a thousand students? At this scale, planning isn’t just a best practice – it’s survival. In this post, we share collective insights from educators who have…
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15 January 2025
4 minutes to readDecolonising doctoral supervision: Rethinking power, positionality and partnerships
Decolonisation in higher education has become a popular topic, and it’s not just about tweaking reading lists or including diverse perspectives in curricula. The conversation is shifting to more nuanced spaces, like the relationship between doctoral supervisors and their PGRs. So, what does a decolonial approach to supervision look like, and why…
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4 December 2024
5 minutes to readDesigning to Facilitate Engagement: Putting Tutors at the Heart of Online Asynchronous Courses
Since the Covid-19 pandemic we have seen an increase in fully online asynchronous courses, and launch of the University of Exeter Centre for Online. But in a fully online environment, how do you facilitate student engagement? In this post Sarah Paddock, Senior Learning Experience Designer in LXI, discusses how putting the tutor…
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23 October 2024
3 minutes to readUniversity of Exeter hosts Universal Design for Learning staff development conference!
Educators and disability practitioners from across the South-West came together at University of Exeter for a GW4 Alliance funded staff development conference focused on how higher education can implement Universal Design for Learning (UDL) principles in teaching practice. Shaped around the core UDL principles of Engagement, Representation, and Action & Expression, we…
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9 October 2024
< 1 minute to readReimagining Online Learning: A Virtual Reality Case Study with Spatial
This case study, co-developed with Tom Wickens, presents an innovative approach to online learning through the use of immersive virtual reality (VR) technology on the Spatial platform. In this video, we demonstrate how VR can transform traditional educational environments into dynamic, interactive spaces that foster engagement and creativity. From customisable avatars that…
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