My contribution to teaching and learning is also expressed through public-facing writing. Alongside my work in course design, educator development, and open learning, I write to reflect on emerging issues in higher education and to make educational ideas more accessible to wider audiences. These writings allow me to contribute to conversations on teaching and learning beyond the boundaries of the classroom or formal academic publication.
The themes I write about often sit at the intersection of pedagogy, technology, and institutional change. They include AI in higher education, microcredentials, flipped learning, remote learning, and broader questions about how universities should respond to changing learner needs and educational realities. Across these pieces, I try to write in a way that is reflective, practice-informed, and accessible to educators, academic leaders, and readers interested in the future of higher education.
An important part of this writing identity is continuity. In addition to articles published in public outlets, I have written regularly through the ADeC blog on teaching and learning matters as they emerge in practice. Taken together, these writings show that my scholarship of teaching is not limited to formal academic publication. It is also expressed through sustained public reflection and commentary that helps translate educational challenges into ideas that are easier to engage with and act on.
Selected Featured Writing
Knowledge Construction: Impact of AI in Higher Education Teaching
Education Technology Insights, 2025
Argues that AI in higher education teaching and learning should be used to strengthen feedback, inquiry, and knowledge construction rather than short-circuit the learning process.
The Art of Synonymizing with Latest Teaching Modules
Education Technology Insights, 2023
Examines how universities can respond to the challenges of remote learning and emerging technologies through strategic direction, investment, and change management.
Microcredentials a new avenue in higher education
New Straits Times, 2024
Positions microcredentials as a practical avenue for lifelong learning, upskilling, and broader access within higher education to respond to changing learner needs and workforce expectations through more flexible learning pathways.
Blog and reflective writing
A significant part of my public writing on teaching and learning has appeared through the ADeC blog, which I used as part of my communication strategy during my tenure at the Academic Development Centre. The purpose of these posts was not simply to document activities, but to reach academics in a more direct and engaging way on issues that mattered to their teaching practice. I wanted the writing to be accessible, timely, and inviting, so that colleagues would be more likely to read, reflect, and act on the ideas being shared.
Through this blog, I wrote on topics such as online learning, flipped learning, remote learning, assessment integrity, proctoring, and the design of meaningful learning experiences. I tried to keep the tone engaging rather than overly formal, while still grounding the posts in real educational concerns and institutional realities. In this way, the blog became a practical channel for academic development, allowing me to translate teaching and learning issues into a form that was easier for colleagues to connect with in the midst of their everyday work.
This body of writing remains important to me because it reflects a more continuous and practice-based form of scholarship. It shows that my contribution to teaching and learning has not only taken place through formal training sessions, workshops, and publications, but also through sustained written engagement with academics as they navigated changing teaching contexts.
The following are some of the selected posts from the blog:
Conducting Effective Open Book Exams: Practical Strategies and Guidelines
Explores how open-book assessment can support higher-order thinking, authentic problem-solving, and more meaningful learning design in higher education.
Flipped Classroom
Reflects on the value of flipped learning as a way of shifting classroom time towards engagement, discussion, and more purposeful learning activity.
Turnitin – What it is and what it is not.
Argues that academic integrity requires educator judgement, thoughtful feedback, and assessment literacy rather than blind dependence on similarity scores.