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| /en/animal-assisted-therapy-se... | | Paws2Study: Paws for relaxation on campus with animal-assisted therapy sessions |
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| /en/formulating-outcomes/ | | From knowledge to expertise: Formulating intended learning outcomes |
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| /en/agile-in-higher-education/ | | Agile – Inspired by the software industry, adapted for higher education |
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| /en/office-hours/ | | Office hours – more than a meet-and-greet |
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| /en/designing-an-innovation-lab/ | | Small Space – Low Budget. Designing an Innovation Lab for Lecturers in Higher Education |
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| https://lehrblick.de/en/set-uttl/ | | Bias of Student Evaluation of Teaching |
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| /en/principles-of-good-feedback/ | | There’s More to it Than Just “Good Job!” – The 7 Principles of Good Feedback |
| /en/effective-learning-strateg... | | IMG-ALT Titelgrafik Effektive Lernstrategien |
| /en/effective-learning-strateg... | | Effective learning strategies – and how they can be fostered |
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| /en/animal-assisted-therapy-se... | Text duplicate | Paws2Study: Paws for relaxation on campus with animal-assisted therapy sessions |
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| /en/formulating-outcomes/ | Text duplicate | From knowledge to expertise: Formulating intended learning outcomes |
| /en/formulating-outcomes/ | Text duplicate | IMG-ALT bausteine |
| /en/agile-in-higher-education/ | Text duplicate | Agile – Inspired by the software industry, adapted for higher education |
| /en/agile-in-higher-education/ | Text duplicate | IMG-ALT rafting |
| /en/office-hours/ | Text duplicate | Office hours – more than a meet-and-greet |
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| /en/designing-an-innovation-lab/ | Text duplicate | Small Space – Low Budget. Designing an Innovation Lab for Lecturers in Higher Education |
| /en/designing-an-innovation-lab/ | Text duplicate | IMG-ALT small spaces chalk board |
| https://lehrblick.de/en/set-uttl/ | Text duplicate | Bias of Student Evaluation of Teaching |
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| /en/effective-learning-strateg... | Text duplicate | Effective learning strategies – and how they can be fostered |
| /en/effective-learning-strateg... | Text duplicate | IMG-ALT Titelgrafik Effektive Lernstrategien |
| /en/educational-myths-debunked/ | Text duplicate | Educational Myths Debunked |
| /en/educational-myths-debunked/ | | No Text |
| /en/instructorpresent-videos/ | | Educational videos – Is the person on the screen a help or a hindrance when it comes to learning? |
| /en/instructorpresent-videos/ | | No Text |
| /en/good-prompts/ | | Good prompts – How do I say it to my students? |
| /en/good-prompts/ | | No Text |
| /en/worked-examples/ | | Inspiration instead of frustration: Increase students’ learning success with worked examples |
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| /en/chatgpt-in-higher-education/ | | It’s easy to fake engagement with a subject – Dominik Lukeš on AI in Higher Education Pedagogy |
| /en/chatgpt-in-higher-education/ | | No Text |
| /en/trendsetting-impulses-for-... | | Trendsetting impulses for higher education – Reflecting on the highlights of HEAd’23 |
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| /en/mindfulness-in-teaching-ho... | | Mindfulness in teaching: How conscious presence enhances teaching at university |
| /en/mindfulness-in-teaching-ho... | | No Text |
| /en/lecture-notes-2-0-an-effic... | | Lecture notes 2.0 – An efficient combination of in-person teaching and digital teaching |
| /en/lecture-notes-2-0-an-effic... | | No Text |
| /en/review-of-the-symposium-co... | | To pastures new! – A review of the symposium “Analogue | Digital | Integrated: Competency-based assessment of the future” |
| /en/review-of-the-symposium-co... | | No Text |
| /en/we-exercise-smart-minds-ex... | | We exercise smart minds – Exercise breaks in teaching for more concentration, more fun and better health |
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| /en/nine-obstacles-to-effectiv... | Text duplicate | Nine obstacles to effective teaching |
| /en/nine-obstacles-to-effectiv... | | No Text |
| /en/chatgpt-and-the-future-of-... | Text duplicate | ChatGPT and the Future of University Assessment |
| /en/chatgpt-and-the-future-of-... | | No Text |
| /en/less-is-more-four-of-the-m... | | Less is more: Four of the many ways to reduce cognitive load |
| /en/less-is-more-four-of-the-m... | | No Text |
| /en/spoilt-for-choice-how-onli... | | Spoilt for choice? How Online Self-Assessments can help you choose what to study. |
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| /en/cognitive-load-why-learnin... | | Cognitive load – Why learning is sometimes strenuous |
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| /en/one-pagers-information-sum... | | One-pagers – Information summarised in bite-sized chunks |
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| /en/beginners-are-not-little-e... | | Beginners are not little experts |
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| /en/academic-communities-and-p... | | Academic Communities and Pedagogical Culture |
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| /en/discover-the-power-of-visu... | | Discover the power of visualisation: How to present data so that it is understandable |
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| /en/storytelling-in-three-step... | | Storytelling in three steps – How to teach and fascinate people using stories |
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| /en/well-being-in-digital-lear... | | Well-being in digital learning environments |
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| /en/between-the-trap-of-comple... | | Between the trap of completeness and the emphasis on competency – Scaffolding for designing degree courses |
| /en/between-the-trap-of-comple... | | IMG-ALT scaffolding |
| /en/blended-learning-quality-d... | | Blended learning: Quality despite flexibility? |
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| /en/retrieval-practice-2/ | | Retrieval Practice |
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| /en/interdisciplinarity-in-tea... | | Interdisciplinarity in Teaching |
| /en/interdisciplinarity-in-tea... | | IMG-ALT puzzle |
| /en/ways-that-tutors-stand-for... | | 8 ways that the “t” in “tutors” can stand for “team” |
| /en/ways-that-tutors-stand-for... | | IMG-ALT spielfiguren |
| /en/good-reasons-to-keep-a-lea... | | Good Reasons to Keep a Learning Journal |
| /en/good-reasons-to-keep-a-lea... | | IMG-ALT header-tagebuch |
| /en/looking-back-earli-sig-cadiz/ | | Of Apples, Cherries and Bees – Looking back at the Earli SIG 1 & 4 Conference in Cadiz |
| /en/looking-back-earli-sig-cadiz/ | | IMG-ALT beitragsbild EARLI |
| /en/ideas-for-more-sustainabil... | | 4 Ideas for More Sustainability in Teaching |
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| /en/providing-presentation-sli... | | Providing Presentation Slides in Advance – Yes or No? |
| /en/providing-presentation-sli... | | IMG-ALT Header-grafik-vorlesung |
| /en/i-teach-therefore-i-am-dev... | | I Teach, Therefore I Am – Developing and Writing a Teaching Philosophy |
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| /en/digital-body-language-101/ | | Digital Body Language 101 |
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| /en/lecture-time/ | | Lecture Time! |
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| /en/5-tips-for-creating-compre... | | 5 Tips for Creating Comprehensible Learning Texts |
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| https://lehrblick.de/en/myths/ | Text duplicate | Myths |
| https://lehrblick.de/en/myths/ | | No Text |
| /en/tips-for-accessible-instru... | | Three Simple Tips for Accessible Instruction in Higher Education |
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| /en/teaching-portrait-prof-dr-... | | Teaching portrait: Prof. Dr. Christoph Brochhausen-Delius |
| /en/teaching-portrait-prof-dr-... | | IMG-ALT Lehrportrait: Prof. Dr. Christoph Brochhausen-Delius |
| /en/three-reasons-why-articula... | | Three Reasons Why Articulating Course Objectives Is Vital |
| /en/three-reasons-why-articula... | | No Text |
| /en/lectures-an-obsolete-cours... | | Lectures: An obsolete course format? |
| /en/lectures-an-obsolete-cours... | | IMG-ALT Hörsaal mit Studierendem |
| /en/5-typical-mistakes-in-slid... | | 5 Typical Mistakes in Slide Design (and how to avoid them) |
| /en/5-typical-mistakes-in-slid... | | No Text |
| /en/click-collect-teaching-eva... | | Click & collect – Teaching evaluation as a modular construction set |
| /en/click-collect-teaching-eva... | | IMG-ALT Titelbild Baukasten Evaluation |
| /en/flipped-or-flopped-the-inv... | | Flipped or flopped? The inverted classroom in university teaching |
| /en/flipped-or-flopped-the-inv... | | No Text |
| /en/teaching-tools-4-digital-a... | | Teaching tools – 4 digital aids for teaching |
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| /en/teaching-analysis-poll-tap... | | Teaching Analysis Poll (TAP) – More than just qualitative evaluation |
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| /en/curriculum-development-as-... | | Curriculum development – As easy as ABC |
| /en/curriculum-development-as-... | | No Text |
| /en/self-learning-phases-an-im... | | Self-learning phases – An important component of EVERY course |
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| /en/creating-and-sharing-open-... | | Creating and Sharing Open Educational Resources |
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| /en/from-advance-to-organizer/ | | From (A)dvance To Organi(Z)er |
| /en/from-advance-to-organizer/ | | IMG-ALT verschiedene stifte |
| /en/how-can-instructors-foster... | | How Can Instructors Foster Student Motivation? |
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| /en/dull-rote-learning-is-not-... | | Dull rote learning is not the way it has to go – How visualisations can help |
| /en/dull-rote-learning-is-not-... | | IMG-ALT Lehrblick-header |
| /en/video-in-higher-education-... | | Video in higher education: More than emergency remote teaching |
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| /en/principles-of-good-feedback/ | Text duplicate | There’s More to it Than Just “Good Job!” – The 7 Principles of Good Feedback |
| /en/principles-of-good-feedback/ | Text duplicate | IMG-ALT Symbolbild Feedback |
| /en/what-does-quality-teaching... | | What Does Quality Teaching in Higher Education Look Like? |
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| /en/category/guest-articles/ | Text duplicate | Guest Articles |
| /en/category/portrait-of-a-tea... | Text duplicate | Portrait of a Teacher |
| /en/category/teaching-concepts/ | Text duplicate | Teaching Concepts |
| /en/category/teaching-practice/ | Text duplicate | Teaching Practice |
| /en/category/teaching-tips/ | Text duplicate | Teaching Tips |
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