Continue reading to explore the differences between law and ethics, their overlap, and how to navigate situations where what is legal may feel deeply wrong, or vice versa.

What is law?

Law is a formal set of rules established by a governing authority. It is codified in statutes and enforced through institutions like courts, the police, and regulatory agencies. Laws define what is permissible, what is forbidden, and what penalties apply for violations.¹

For example, antitrust laws prohibit unfair market competition and data protection laws regulate how organizations collect and use personal data.

While science gives us “universal laws” like gravity, most rules in the social and legal sense are jurisdiction-specific. Legal systems vary by territory, and what’s lawful in one nation may be criminalized in another. For example:

• Cannabis possession is legal in Canada and several U.S. states, but punishable by prison sentences in Japan.^2,3
• Freedom of speech is constitutionally protected in the U.S. but restricted in China, where online expression is closely monitored.^4,5 
• In South Africa, labor laws prohibit employers from laying off employees (also called ‘retrenchment’) without a period of consultation and fair severance packages.⁶ In the United States, severance is not required by law.⁷

What is ethics?

Ethics is the branch of philosophy concerned with what is right and wrong, good and bad. It deals with fundamental issues of practical decision-making, especially the standards by which human actions are judged.⁸ They derive from cultural norms, philosophies, personal and professional values, religious beliefs, and social consensus. Ethics guides us in what ought to be done, not merely what is legally required.

Professions often formalize ethics via codes of conduct: medical ethics, legal ethics, and engineering ethics. Individuals can also develop ethical frameworks from their values, for fairness, responsibility, honesty, welfare, etc.

Like law, ethics is not universal, and what looks honorable in one place may appear questionable in another. For example:

• In Japan, silence during a meeting may be seen as respectful and appropriate, whereas in other cultures, the same silence could be perceived as evasive or unprofessional.
• Gift-giving in business negotiations, for example, is routine in many parts of Asia and the Middle East. In the U.S. and much of Europe, it may raise eyebrows or compliance red flags.
• In the Netherlands and Belgium, assisted dying is framed as a compassionate choice tied to personal autonomy. In many other countries, it is condemned as a violation of the sanctity of life and remains criminalized.

Ethics is heavily context-dependent, which means cross-cultural collaboration is as much about navigating moral landscapes as legal ones.

Comparing law vs. ethics

For professionals, leaders, and organizations, understanding the differences between ethics and law can shape how decisions are made when the rulebook runs out.

Similarities between law and ethics

Law and ethics intersect in meaningful ways — many legal systems draw heavily on prevailing ethical norms. Anti-discrimination laws, for example, stem from widely accepted ethical principles of fairness, equality, and human dignity.

The U.S. Civil Rights Act of 1964 was born from an ethical demand for justice, later codified into law. Similarly, international human rights treaties reflect ethical ideals that gained broad global acceptance before being embedded in binding legal frameworks.

Professional life can also illustrate this overlap. Businesses that proactively adopt high standards for sustainability and corporate social responsibility are often better prepared when governments later mandate those standards.⁹ Other examples include:

• Lawyers must follow both legal requirements and ethical codes, such as confidentiality and avoiding conflicts of interest.
• In medicine, patient consent is an ethical necessity and a legal requirement.
• Most countries require companies to meet basic reporting standards by law, but boards are also expected to act in line with ethical duties of transparency and accountability to stakeholders.

Think about a time in your own career when your organization used a code of ethics or guiding principles. Were any of them reinforced by the law in your area?

Differences between law and ethics

Some of the most complex societal dilemmas arise when legality and morality move in opposite directions.

Legal, but unethical

There are many practices that remain within the bounds of law yet pose ethical dilemmas. For instance, corporations exploiting tax loopholes may stay on the right side of the law, but face criticism for shirking fairness. When companies frequently operate in “legal but morally reprehensible ways,” they can erode public trust and legitimacy long term.¹⁰

Certain marketing practices might comply with technical regulations while misleading consumers, such as presenting health claims without sufficient scientific backing.

Legislation is crafted by people, and people bring with them competing interests: political agendas, economic priorities, and the influence of powerful lobby groups. This means some laws protect vested interests more than moral ideals. 

Ethical, but illegal

Sometimes, doing the morally right thing can breach existing laws. Whistleblowers in restrictive jurisdictions often face legal consequences for exposing corruption or human rights abuses, although their actions may be widely regarded as ethically justified. 

One example is whistleblower Edward Snowden, whose disclosure of mass surveillance programs was framed as a public service by some observers, but remains criminal under U.S. law.¹¹

Civil disobedience movements also illustrate this tension. From Mahatma Gandhi’s Salt March against colonial tax laws to Martin Luther King Jr.’s leadership in the U.S. civil rights movement, acts of protest that were unlawful were also turning points toward social progress. 

Has there ever been a time in your career where the work you were being asked to do posed an ethical dilemma? How did you move forward?

Ethics vs. law in technology and AI

Technology exposes some of the biggest gaps between ethics and the law. For example, artificial intelligence is transforming industries faster than regulators can respond. 

The European Union’s AI Act imposes tiered obligations on high-risk AI systems, but is not fully applicable until 2026.¹² Meanwhile, ethical concerns around bias in algorithms, the opacity of decision-making, and privacy risks are being raised everyday.

Case study: Facial recognition

While legal in many jurisdictions, the use of facial recognition by law enforcement is criticized as unethical due to racial bias and surveillance risks. In 2020, IBM, Amazon, and Microsoft all paused or restricted sales of their facial recognition technology to police, citing ethical concerns before comprehensive legislation existed.¹³

Decision frameworks for professionals

When law and ethics are in conflict, individuals and organizations need structured ways to make sound decisions. Several frameworks are commonly used:

• Professional codes of conduct: Many industries provide explicit guidance (e.g., the American Medical Association’s Code of Medical Ethics, or the CFA Institute’s Standards of Professional Conduct in finance). These serve as anchors when law is silent or ambiguous.

• The utilitarian approach: Rooted in classical philosophy, this framework asks which decision will produce the greatest good for the greatest number. While far from perfect, it helps weigh broader social consequences, especially in public health policy or corporate sustainability.

• The rights-based approach: This perspective emphasizes respect for fundamental rights, such as privacy, dignity, and freedom of expression, regardless of outcomes. For example, respecting user privacy may limit a company’s profit opportunities, but it aligns with both ethical obligations and evolving legal standards.

Applying such frameworks strengthens both decision-making and trust. A report by LRN, an ethics and compliance education company, found that firms with strong ethics outperforms those with weaker cultures by 50%.¹⁴

The role of education and lifelong learning

New technologies, global crises, and cultural change reshape what societies expect and what regulators eventually require. Staying ahead of this curve means ongoing education, instead of just relying on intuition. Those actively studying ethical frameworks, legal developments, and cross-cultural perspectives are better equipped to handle complexity and make decisions that endure.

Online courses in business strategy, digital transformation, and leadership often integrate both ethical reasoning and legal literacy. For example, online sustainability courses cover regulatory requirements and the anticipation of emerging ethical expectations around environmental impact. Online law short courses can provide learners with a foundation in the legal and regulatory frameworks in their country or industry.

THE LONDON SCHOOL OF ECONOMICS AND POLITICAL SCIENCE (LSE)
Ethics of AI

CAMBRIDGE CISL
Communicating for Influence and Impact

Saïd Business School, University of Oxford
Oxford Executive Leadership Programme

THE LONDON SCHOOL OF ECONOMICS AND POLITICAL SCIENCE (LSE)
Public Policy Analysis

FAQs

How do ethics and law interact with each other?

Ethics and law often overlap but are not identical. Many laws originate from shared ethical principles, such as fairness or protection of life, while ethics can push beyond what the law requires. In practice, law provides enforceable rules, while ethics guide choices in areas the law does not cover. Together, they influence professional standards, corporate behavior, and societal norms.

Are ethics considered more subjective than law?

Yes. Ethics are shaped by culture, religion, philosophy, and personal values, which makes them more subjective and variable across societies. What one community sees as ethical, another may view as unethical or even corrupt.

Laws, on the other hand, are codified and enforced by recognized authorities, making them more objective within their jurisdiction. However, both ethics and law evolve as societies’ values and priorities shift.

Why is it important to understand the difference between law and ethics?

Recognizing the difference helps us traverse complex situations where legality and morality clash. A legally permissible decision may still harm trust, reputation, or stakeholders if it violates ethical standards. Conversely, ethically sound actions sometimes challenge outdated or restrictive laws. Understanding both frameworks allows individuals to act responsibly and build credibility.

The post What is the difference between ethics and law? appeared first on GetSmarter Blog.

Browse the resources for teachers below to find insights, lesson plans, teaching tips, and community support. Online teaching courses can also be a great way to engage in a community and develop skills.

The links below are just a sample of what is available to educators online. GetSmarter does not endorse any specific lesson plans, organizations, or publications listed here.

Lesson planning and classroom resources

Edutopia

Edutopia offers teaching strategies, classroom tools, and evidence-based project ideas. It focuses on promoting best practices across topics like social-emotional learning and technology integration.

National Geographic Education

National Geographic offers a free collection of resources for teaching that includes maps, videos, interactives, and more. Browse resources by topic, resource type, and U.S. grade level.

ReadWriteThink

This is a free collection of reading and language arts instruction materials. ReadWriteThink offers lesson plans, printables, and student interactives for teachers of all ages.

Teacha!

The Teacha! platform is a library of lesson plans and teaching resources offered for free or priced by the seller. From printables to decorate your classroom to worksheets, there are resources available for a variety of ages and languages.

Teachit

Teachit offers an online library of English-language teaching resources for primary and secondary classrooms. Browse worksheets and lesson activities that are curated by their publishing team of former teachers.

Twinkl

Twinkl is an online library of downloadable education resources for teachers in the United States, South Africa, and around the world. Browse lesson plans, art projects, unit assessments and more by schooling phase.

University of Cape Town (UCT)
UCT Learning and Teaching in the Digital Age bundle

Professional organizations for educators

For teachers in South Africa

Teacha! communities

The communities page on Teacha! is a message board for teachers to share resources and find support among different teaching groups. These communities focus on different focus areas, such as tutors and teachers from specific countries.

National Professional Teachers’ Organisation of South Africa (NAPTOSA)

NAPTOSA is a trade union representing educators in South Africa. It advocates for members’ rights and interests, providing support in labor matters, salary negotiations, and improving working conditions. Trade unions can also have resources on how to become a teacher in South Africa.

South African Society for History Teaching (SASHT)

This professional organization promotes the development of history education in South Africa. Founded in 1986, SASHT organizes conferences, produces the journal Yesterday & Today, and offers resources to foster teachers’ professional development.

The South African Society of Music Teachers (SASMT)

SASMT has been a professional association for music educators in South Africa for more than one hundred years. It supports members through advocacy, professional development, and music competitions and events.

South African Association for Language Teaching (SAALT)

Founded in 1964, SAALT supports language teachers and researchers through resources, conferences, and global networks. They focus on multilingualism and cutting-edge teaching practices.

For teachers in the United States

National Education Association (NEA)

The NEA is the largest professional organization for educators in the United States, representing over three million members. It advocates for public education and educator rights, providing resources, professional development, and a platform for educators.

National Art Education Association

NAEA is a professional organization for art educators in the U.S. Founded in 1947, it provides members with access to online learning, local community associations, grants, and more. NAEA also engages in advocacy for arts education and hosts an annual convention.

National Council of Teachers of Mathematics (NCTM)

Founded in 1920, NCTM is the world’s largest mathematics education organization. Members have access to resources, research, and a community of math educators.

National Science Teaching Association (NSTA)

NSTA is a community of more than 35,000 science educators and professionals devoted to science literacy and education. The organization supports members with access to professional development, conferences, a national network, and more.

National Council for the Social Studies (NCSS)

NCSS is a professional association focused on promoting and enhancing social studies education. Membership includes access to learning resources such as instructional videos, educational guides, and more.

For teachers everywhere

Education International

A global federation of education unions, Education International (EI), represents over 33 million teachers and education workers in 180 countries. EI champions quality education, teachers’ rights, and democratic values. Additionally, it facilitates collective action to enhance education globally.

International Society for Technology in Education (ISTE)

ISTE is a global nonprofit organization that supports educators to innovate teaching and learning using technology. It offers professional development, networking, and resources, including standards, to enable educators to develop engaging learning experiences with technology for their students.

Teaching news and publications

Education Week

Education Week is a source of news and information on K-12 education in the U.S. It provides in-depth coverage of educational policy, teaching practices, and research.

Mail & Guardian

The Mail & Guardian’s “Teachers” section covers in-depth news, analysis, and stories related to educators in South Africa.

TEACH Magazine

TEACH Magazine is a Canadian publication for K-12 teachers that delivers practical content on classroom management, reading, professional development, and more. Read about how AI is changing education, get tips for dealing with difficult parents, and find reading recommendations.

Worlds of Education

World of Education is a publication from Education International for teachers, activists, and advocates to share their insights and engage in a global conversation. Browse articles that cover everything from the global teaching shortage and academic freedom to engaging students.

Related programs

University of Cape Town (UCT)
Instructional Design

University of Cape Town (UCT)
Teaching With Technology

HARVARD'S DEREK BOK CENTER
Higher Education Teaching Certificate

The post Teacher resources: 20+ lesson planning tools, communities, and more appeared first on GetSmarter Blog.

The rapid advancement of technologies such as artificial intelligence (AI), machine learning (ML), and robotics impacts all industries, including education.³ If the education sector hopes to utilize AI’s full potential for everyone, the focus should be to continue exposing the next generation to AI early on and utilizing the technology in the classroom. Teachers are already finding that many students use AI through social media and are, therefore, open to its educational applications.⁴

There’s also a great professional need for these abilities. “The U.S. Bureau of Labor Statistics sees strong growth for data science jobs skills in its prediction that the data science field will grow about 28 percent through 2026,” says Bernard Schroeder, senior contributor for Forbes. With increased technology comes increased data operations and analysis sophistication, as well as more AI. These changes will ultimately increase the demand for data scientists and other AI specialists.⁵

If you’re interested in learning how AI disrupts the business world, these online short courses with GetSmarter could be a good starting point.

The role of artificial intelligence in education

Global Market Insights Inc. predicts that the AI education market could have a market value of $20 billion by 2027.⁶ The industry growth is good news, as AI can ultimately reduce the burden on teachers across the globe.

However, some educators fear that in the future, AI technology might replace the role of the teacher altogether. Fortunately, it doesn’t look like teachers are at risk of being replaced by robots anytime soon. While AI programs can teach students literacy or math, the more complex impartation of social and emotional skills will remain in the domain of humans.⁷

How artificial intelligence is currently used in education

How technology is used in classrooms has changed significantly in response to COVID-19. Rather than teaching in front of a classroom full of students, lockdowns forced many educators across the globe to teach remotely, from their homes. Edtech company Promethean surveyed teachers and learned that 86 percent thought AI should be an important part of education.

Using AI in education holds many benefits for both students and teachers:⁸

• Learning resources can be accessed from anywhere, at any time
• Time-consuming, tedious tasks such as record keeping or grading multiple-choice tests can be completed through AI automation
• Frequently asked questions can be answered through chatbots
• AI tutors and chatbots can be available to answer questions at any time
• Learning can be tailored and adapted to each student’s goals and abilities through personalized programs

Examples of AI in education

AI is already being applied successfully in several educational instances and improves learning and student development, as well as educators’ performance.

Let’s take a closer look at a few applications:

1. Emotional well-being: A child’s emotional state affects how well they can focus, engage, and stay motivated to learn. Virtual schools can be just as effective as face-to-face learning environments when they use emotion recognition technology. Thanks to gamification, learning can also be adjusted to be fun. Furthermore, AI can determine where students struggle and help them to improve and, ultimately, excel.⁹
2. Spotting and filling the gaps: AI can identify the gaps in teachers’ presentations and educational material, and suggest adjustments where needed.¹⁰
3. Children working alongside AI: Nao is a humanoid robot that talks, moves, and teaches children everything from literacy to computer programming. Nao engages children in learning science, technology, engineering, and mathematics (STEM) subjects, and provides a fun coding lab for students. This introduction to basic coding allows students to instruct the robot to perform specific tasks, such as using hand gestures or doing choreographed dances. This way, students get the opportunity to become familiar with telling a robot (or program) what to do, thereby preparing them for a future where robots and humans work together.¹¹

The following educational applications harness the power of AI to improve learning in students of all ages:¹²

1. Thinkster Math: Thinkster Math is a tutoring app that blends the math curriculum with a personalized teaching style. The app uses AI and ML to visualize how students think as they work through a math problem. This allows the tutor to quickly spot areas in the child’s thinking and logic that need work. It then assists them by giving them immediate, personalized feedback.
2. Brainly: Students can ask homework questions on this education platform and receive automatic, verified answers from fellow students. Brainly, which ultimately helps students learn faster, uses ML algorithms to filter out spam.
3. Content Technologies, Inc. (CTI): This AI company uses deep learning to create customized learning tools for students. One of these tools, JustTheFacts101, makes it easy for teachers to import syllabi into a CTI engine. The machine then uses algorithms to create personalized textbooks and coursework based on core concepts. Cram101 is another example of an AI-enhanced offering, where any textbook can be turned into a smart study guide, providing bite-sized content that’s easy to learn in a short space of time. The tool even produces multiple-choice questions, saving students time and helping them learn more effectively.
4. Gradescope: This platform makes grading less time-consuming (teachers’ grading time is reduced by 70 percent or more) and provides student data that can indicate where they need additional assistance.
5. Duolingo: With more than 120 million users worldwide, Duolingo has a broad audience that reaches beyond the classroom. It offers 19 languages and helps anyone using the app to learn a foreign language, building their skills over time. With quizzes and other tests, the program adapts to each user’s abilities to offer new challenges.

How AI is set to change the education market

The World Economic Forum estimates that, by 2025, a large proportion of companies will have adopted technologies such as ML. They strongly encourage governments and educational institutions to focus on rapidly increasing related education and skills, focusing on both STEM and non-cognitive soft skills to meet the impending need. Advances in technology will cause major disruptions in the workforce, as automation could replace up to 50 percent of existing jobs in the U.S. alone, Microsoft reported.¹³ The Microsoft report continues, suggesting students will need to have mastered two facets of this new world by the time they graduate.

They need to:

• Know how to utilize ever-changing technology, such as AI, to their advantage
• Understand how to work with other people in a team to problem-solve effectively

Preparing students to work alongside AI in the future can start early. As many children are already comfortable with digital technology before entering school, it’s essential to teach them the skills to thrive in a digital workplace. The workforce of the future has its foundation in the now.

In the Oxford Artificial Intelligence Programme, you’ll gain an understanding of AI and learn how it can be best implemented in your workplace. Expand your knowledge in this disruptive and transformative industry, and use AI to advance your business.

Saïd Business School, University of Oxford
Oxford Artificial Intelligence Programme

The post The Role of Artificial Intelligence in the Future of Education appeared first on GetSmarter Blog.

The MBA Essentials online certificate course from the London School of Economics and Political Science (LSE) can enhance your managerial and leadership competencies at a fraction of the cost and commitment of a traditional MBA.

This 10-week MBA-based certificate course equips participants with the hard and soft skills needed to navigate today’s constantly changing business environment. Whether you’re seeking to guide an organisation to greater strengths, develop your career, or pursue a different one entirely, MBA skills are crucial if you wish to excel in any business context.

Guided by experts from the London School of Economics and Political Science in an immersive, interactive, and supported learning model, you’ll enhance your managerial and leadership competencies at a fraction of the cost and commitment of a traditional MBA. You’ll learn to analyse and optimise the performance of a business, influence decisions at every level of your organisation, and define and maximise your business’s strategic competitive advantage.

The course focuses on three core pillars of business management and leadership:

• The Strategic Environment
• The Financial Toolkit
• The Human Element

It balances the knowledge and theory that enable creative thinking and better decision-making with the practical skills and techniques required to make a greater impact within your organization. In addition, the course presents the opportunity to expand your professional network, as you’ll be collaborating and engaging with a cohort of fellow business leaders from around the world. If you’re looking to develop and improve your effectiveness as a leader with enhanced managerial and business skills, or you’d like to advance your career with key MBA skills and validation in the form of an LSE certificate, this online course is right for you.

Upgrade your business skills with an MBA Essentials online certificate course

THE LONDON SCHOOL OF ECONOMICS AND POLITICAL SCIENCE (LSE)
MBA Essentials online certificate course

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The portfolio of LSE online courses furthers the School’s vision for 2030 – to shape the world through impactful change. This vision, and the courses that support it, rests on three pillars: ensuring excellence through diversity and inclusion, achieving global impact, and securing a sustainable future. Through its collaboration with GetSmarter, a 2U, Inc. brand, LSE is able to bring its expertise to participants across the world, providing access to industry experts and highly regarded academics in a wide variety of fields. 

These online courses are designed not only to teach, but to equip participants with the skills to achieve positive change, in both their personal and professional lives. Along the way, participants have the opportunity to network with a diverse range of like-minded professionals from around the world.

Whether you’re looking to learn how to lead with influence, upgrade your finance and management skills, dive into disruptive tech, or explore law and public policy, LSE has a course for you. View the portfolio by following the link below.

Here’s how just a few of the 20,000 past participants felt about their LSE online learning experience. 

Explore the full portfolio of LSE online certificate courses, and learn how you can become an agent for positive change.

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Research has showed that student engagement strategies improve students’ learning and attitudes toward learning.² Student engagement has long been recognised as a key element in student learning and achievement,³ and was identified by the American National Research Council, as far back as 2003, as a critical goal of national school improvement efforts.⁴

What is student engagement?

The National Study of Student Engagement (NSSE), an annual analysis of student engagement in universities in America, measures and defines it as follows:⁵ Student engagement represents two critical features of collegiate quality: how much time and effort students put into their studies and other educationally motivated activities; and how the educational institution deploys its resources and organises the curriculum and other learning opportunities in order for students to participate in activities that are linked to student learning.

Student engagement also refers to the degree of attention, curiosity, involvement, optimism, and passion that students display while being taught, which improves how much they learn and retain, as well as their persistence and enjoyment in completing work.⁶

If student engagement is proven to be the more effective teaching strategy, then why is it adopted so poorly? One potential reason highlighted by a Nebraska study is a lack of training for faculty in the skills needed to utilise the innovative strategies that improve student engagement, such as smaller class sizes, open classroom layouts, and other strategies that minimise the reliance on conventional lecturing.⁷

Innovative teaching strategies that improve student engagement

1. Inquiry-based learning.⁸ Inquiry-based learning is a powerful strategy that triggers student curiosity. This allows students to formulate their own understanding based on research and questions. Students also get an opportunity to present what they have learnt to the group, and can reflect on what was successful and what needed more attention. Teachers act as facilitators and answer questions posed by the students as they work towards finding answers through research and independent discovery. 
2. Flipping the classroom.⁹ In this strategy, class time is inverted to traditional lectures and fosters inquiry, application, and assessment to better engage individual learners and their needs. Students study material outside of class by reading, watching short pre-recorded video lectures, or researching assignments. Class time is used to help students work through the material in groups, or individually, for active learning, with an emphasis on higher-order thinking and application to complex problems.

Common innovative activities include:

• • Working in groups to find solutions
  • Working through case-studies to learn
  • Peer instruction

3. QR codes.¹⁰ QR (Quick Response) codes allow students to access information or interact with lectures by scanning the code with their mobile phones or digital devices. QR codes are easy to create and have multiple applications, such as:
   • Checking answers
   • Voting during class discussions
   • Supplementing textbook information 
   • Getting survey data
   • Accessing video tutorials 
   • Sharing their learnings with peers
4. Personalised learning.¹¹ Personalised learning covers everything from the choice of institution to method and mode of learning. Learning can be tailor-made to suit the individual. These include:
   • Blended learning.¹² This teaching strategy places more responsibility on the student, with less direct instruction from the teacher and more discovery-based methods of learning from the student. It allows students to decide where and at what pace they work through the material 
   • Adaptive learning.¹³ Adaptive learning technology gathers data about student behaviour as they answer questions and uses that data to give instant feedback so that the learning can be adjusted accordingly 
5. Project-based learning (PBL).¹⁴ Develops deeper learning competencies that the student can use throughout their studies and careers. PBL engages students by using real-world challenges, problems, and scenarios to evoke critical thinking, problem-solving, collaboration, and self-management. The students then present their solutions to the group and class. PBL is an effective teaching strategy in that it engages students, improves learning, and makes students more aware of real-world issues. 
6. Technology.¹⁵ There is a delicate balance with the use of technology in the classroom, and teachers should use it wisely to foster student engagement. Student engagement and collaboration can be supported by websites and apps, such as Google Docs, YouTube, and the Remind app.¹⁶ Technology allows teachers to engage with their students, remind them about upcoming assignments, supplement learning through online videos, and encourage student collaboration.
7. Jigsaws.¹⁷ A tried-and-trusted cooperative learning technique that allows students to create their own learning. Students are divided into groups and each group is given different pieces of information that they have to learn sufficiently to teach to another group. This allows students to become experts in what they have learnt as they teach others. When every group has learnt their information, they are arranged into new groups, made up of a member of each of the small groups, like a jigsaw of different information pieces coming together into each new group. Every member then shares what they have learnt, bringing the lessons to life, and enabling students to create their own learning by engaging with one another and the material.
8. Studying.¹⁸ While this may seem like an outdated strategy for student engagement, studying is also a form of student engagement and is linked to educational progress and success. Serious reading outside of classrooms improves the understanding of factual and fictional concepts, and intentional writing increases students’ ability to think clearly. In a recent survey of universities in America, 76 per cent of faculty estimated that students spend five hours or less weekly to prepare for the courses they taught, with only 30 per cent believing that the average student completes ‘most’ or ‘all’ of the assigned reading.¹⁹ Adequate learning hinges not only on engaging techniques but also on students’ willingness to allocate enough time outside of class to focus on the study of academic material.

Each of the teaching strategies listed above enable students to learn by solving problems, discovering solutions, and developing critical thinking. Student engagement is facilitated through strategies that move away from the traditional lecture-based approach, but rather encourage questions in class, make place for student-led research and presentation, are supported by technology, and include self-study. All of these encourage curiosity, interest, motivation, attention, and collaboration among students, and are proven to improve greater achievement in education and success in later life.

HARVARD'S DEREK BOK CENTER
Higher Education Teaching Certificate

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TRAINING BUSINESS LEADERS – LSE MBA ESSENTIALS

In today’s dynamic business environment it is important to continually invest in updating and refreshing your management skills and capabilities. The London School of Economics and Political Science (LSE) proudly offers the MBA Essentials online certificate course.

This ten-week certificate course will equip you with the tools and expertise needed to enhance your business leadership abilities and succeed in a changing professional landscape. Elevate your managerial skill set and learn from subject matter experts from LSE on how to cultivate the hard and soft skills necessary to thrive in modern organisations.

Focus your learning on business management and leadership through three important principles:

1. Business strategy
2. Key financial knowledge
3. Human behavioural insights

Meet the people you’ll learn from:

The Course Convenor and Co-designers are expert LSE faculty, who have designed this MBA Essentials online certificate course to provide you with an enriching, supportive, online learning experience. You’ll benefit from their vast experience and knowledge in the fields of business management and leadership.

Course Convenor

DR CONNSON LOCKE
Senior Lecturer in Practice, Department of Management

Connson has over twenty-five years of experience in leadership, across five continents. She joined LSE in 2008 from the Boston Consulting Group and her areas of expertise are leadership, negotiation, decision-making and organisational behaviour. She is part of the academic leadership team for the Executive Global Master’s in Management, LSE’s cutting-edge alternative to an MBA, and also teaches the School’s most successful executive course on campus: Achieving Leadership Excellence. Connson holds a PhD and MSc in Organisational Behaviour from the University of California, Berkeley and a BA in Sociology from Harvard University. Her research interests include gender and leadership, diversity, and organisational culture.

Course Co-designers

DR JORDI BLANES I VIDAL
Associate Professor of Managerial Economics and Strategy

Jordi has been associated with the LSE for over 17 years, having completed his Masters in Science and PhD in Philosophy in Economics at the School. In addition to being the associate professor of Managerial Economics and Strategy at LSE, he also teaches on the Executive Global Master’s in Management. He is an expert in organisational economics, leadership, human resource management and the political economy. Prior to joining the LSE academic team, Jordi was a Prize Research Fellow at Nuffield College, Oxford University, and a visiting scholar at the National Bureau of Economic Research. He specialises in organisational economics, leadership, human resource management, and the political economy.

DR BARBARA FASOLO
Associate Professor of Behavioural Science

Barbara Fasolo is an associate professor of Behavioural Science at LSE and the programme director for LSE’s Executive Master’s in Behavioural Science. She received her Bachelor of Social Science degree in Italy with distinction, and followed this up with a Master of Science degree, again with distinction, at LSE. An expert in choice processes and choice architecture, she has multiple publications in both peer-reviewed academic journals and media outlets, such as the Harvard Business Review. Barbara is the head of the LSE Behavioural Research Lab and is a member of various behavioural science and decision-making associations.

KHAMID IRGASHEV
Accounting Department Lecturer and Chartered Accountant

Khamid Irgashev is a teacher in LSE’s Accounting Department. He is an ACA and ACCA chartered qualified accountant with considerable experience in various industries, including financial services (banking and insurance), retail, manufacturing and publishing. Khamid also has a plethora of experience in coaching and leadership, and has a Postgraduate Certificate in Higher Education and is a fellow of the Higher Education Academy. In addition to his role at LSE, he is an assistant professor at Hult International Business School and a visiting lecturer at West London College. Over the last six years, he has had a leading role in teaching, coaching, and people management at LSE, Edinburgh Business School, University of London, and Hult International Business School.

Head Tutor

The Head Tutor is a subject expert who manages the course presentation. Support for your learning journey is guided and managed through the Head Tutor and group of Tutors.

DR KATIE BEST

Katie is an experienced business and leadership educator, with a track record in designing and delivering high-impact learning programmes. She takes an interactive, creative approach to training, lecturing and development – using coaching, facilitating, and creativity techniques to help students on their learning journeys. She has been published in top-ranking academic journals, including Organization Studies and Human Relations, and carries out consultancy and research in the fields of leadership, strategy and communication, with a particular interest in video methods and organisational space. She has worked for and with LSE since 2012 – first as a Foundation of Management Education Fellow, and now as an examiner and resource developer for LSE’s involvement in the University of London international programmes. Other partners she has worked with include Cass Business School, University of Law, Kaplan, ICAEW (Institute of Chartered Accountants of England and Wales), the V&A Museum, KPMG and Lewis Silkin LLP.

As one of the world’s leading research universities, LSE has 125 years of experience in providing working professionals with the skills and confidence to enhance their personal impact.¹ Over that time, 16 Nobel Prize winners and 34 world leaders have taught or studied at LSE. This is your opportunity to learn from eminent thought-leaders on an LSE course, as you grow your global business network.

Are you ready to lead with influence?

Develop your business leadership and management skills.

THE LONDON SCHOOL OF ECONOMICS AND POLITICAL SCIENCE (LSE)
MBA Essentials online certificate course

¹ (2019). ‘QS World University Rankings’. Retrieved from Top Universities Rankings.

The post Who You’ll Learn From on the LSE MBA Essentials Online Certificate Course appeared first on GetSmarter Blog.

Here’s what you can expect to cover on this education course:

• The construction and communication of knowledge – identify how students construct knowledge and transition through levels of expertise
• How learning works – explore key theories around communication, comprehension, metacognition, and memory retention to better understand how students learn
• Creating an inclusive learning environment – discover rapport-building techniques to establish a supportive, inclusive learning environment
• Lesson planning and delivery – explore the backward design framework for curriculum planning, and how non-traditional teaching strategies can be used to improve student engagement
• Engaging students – learn how to incorporate active learning methods to improve student engagement
• Course and assignment design – discover the principles and tools required for effective, relevant, and comprehensive curriculum and syllabus design
• Using feedback to improve your teaching – demonstrate an understanding of the different types of feedback and their value to your teaching practice
• Teaching portfolio preparation – assemble a comprehensive teaching portfolio to demonstrate your experience, goals, and personal teaching style

Here’s what your classmates are looking forward to about the course.

Sellie Maria Makhraz

Executive Assistant, American University of Science and Technology

What would you say are your most interesting or noteworthy professional achievements?

Opening my business.

Why did you choose to take this online short course?

Teaching is the perfect career for me. I love teaching. My dream is to open an English Center in Lebanon, to help students master the English language.

What excites you most about the course?

The fact that it offers all the skills necessary to be a great teacher and master the art of teaching. Through this course, I will be able to maximize the value of learning experiences for students and make a positive impact.

What’s at the top of your bucket list?

To be a great teacher.

In what ways do you believe this course will aid in your career objectives?

It will help me attain my goal.

What message would you like to give to your future classmates and support network?

Education can help change and improve the world.

Usha Rao

Founding Director, Office of Teaching and Learning, St. Joseph’s University

What would you say are your most interesting or noteworthy professional achievements?

I am an established academic with expertise in STEM education, the advancement of women in science, and geochemistry.

Why did you choose to take this online short course?

I expect to receive a high-quality, targeted refresher on innovative teaching and learning techniques.

What excites you most about the course?

I’m looking forward to interacting with the others on the group.

What’s at the top of your bucket list?

To provide guidance and leadership to faculty members to improve the student experience.

In what ways do you believe this course will aid in your career objectives?

I expect it will provide me with an excellent review of research-backed pedagogical techniques and approaches.

What message would you like to give to your future classmates and support network?

I look forward to working collaboratively with all of you!

Nashwa Lylah El-Sayed

Special Education Teacher

What would you say are your most interesting or noteworthy professional achievements?

I was able to get an internship with my dream organization and 3 years after that was promoted to operations manager, turning the organization from just an educational one associate with a university to an 501(c)(3) status organization that is now operating in 6 counties.

Why did you choose to take this online short course?

I currently am working as a special education teacher in Kuwait. I have found it to be fulfilling profession and I would like to advance my self and my expertise to widen my horizon to be able to work in many schools and down the line universities as well. I was a TA at Queens College, CUNY when I first graduated and I would like to use that experience and the course to further my opportunities.

What excites you most about the course?

I am most excited about the institution, Harvard. I am very confident in the quality education that I will receive from this course.

What’s at the top of your bucket list?

Find a career that is fulfilling mentally and also financially. Also, I would like to spend a year in Tibet or Nepal volunteering and serving at a Buddhist temple.

In what ways do you believe this course will aid in your career objectives?

I will first be able to get approval from the Kuwaiti government to work in any school I want with a higher paying scale than the one I am on now. It will help me become a better instructor to my students and it will advance my opportunities to be able to work in universities in the future.

What message would you like to give to your future classmates and support network?

I would say that one should never let an opportunity like this go, especially as convenient as this one. Getting a certificate that is associated with such an esteemed institution is something very valuable and shouldn’t be passed up.

LaShonda Jackson-Dean

Life Coach, Jackson-Dean Professional Solutions

What would you say are your most interesting or noteworthy professional achievements?

Achieving my Doctorate. Becoming a well-known published author. Inspiring others to push forward to pursuing their dreams and reaching their goals. Operating a successful Non-Profit Organization to assist disenfranchised Women Veterans. Mother of two handsome sons and wife to my handsome husband.

Why did you choose to take this online short course?

To gain knowledge of recent educational techniques, to increase my skill level used in my professorship.

What excites you most about the course?

Having the ability to glean from the knowledge of others in my profession as well as share knowledge.

What’s at the top of your bucket list?

To be a tenured professor at a major university.

In what ways do you believe this course will aid in your career objectives?

I believe this course will provide the skills and credentials needed to reach my career goals.

What message would you like to give to your future classmates and support network?

Believe and invest in yourself. Work to achieve your own goals. Dream big, build bigger, never stop learning.

Jemiscoe Chambers-Black

Writing Tutor, Smarthinking

Why did you choose to take this online short course?

As I am halfway through my MFA, I have noticed that I also need a more focused knowledge of applying what I have mastered in English and Literature into teaching skills and strategies.

In what ways do you believe this course will aid in your career objectives?

I am hoping this course will give me an edge with changing careers and industries by helping me create a strong portfolio and teaching philosophy.

Serena Brown

Educator, EDU Staffing Services

What would you say are your most interesting or noteworthy professional achievements?

One of my professional achievements is making it on the preferred substitute teaching list for a school district that I substitute taught at.

Why did you choose to take this online short course?

I am interested in advancing in my career by teaching adults in an adult education setting.

What excites you most about the course?

To learn effective strategies and techniques in teaching adults in an adult education setting.

What’s at the top of your bucket list?

To complete the short-term course with an excellent mark or grade so that I can look for a teaching career in either a university, college or an adult education online setting.

In what ways do you believe this course will aid in your career objectives?

This course would look good on my resume when I am in the job market looking for a position as a full-time professor.

What message would you like to give to your future classmates and support network?

Just have confidence in yourself that you will do good in this class and I am looking forward to meeting you in the future.

The post Meet Your Classmates: Higher Education Teaching Certificate appeared first on GetSmarter Blog.

But as the MBA focused on giving students the business relevance they required to stand out, it to needed to remain relevant.

In recent years the traditional MBA has had to transform to meet the changing needs of working professionals.

Enter the alternative MBA programme.

These new generation MBAs take a number of forms, from online MBAs to on-campus short courses, but their common thread is their ability to meet the demands of the working professional. A professional who could benefit from MBA skills, but can’t necessarily overcome the barriers to entry of the traditional MBA.

This natural marriage of lifelong learning and MBAs has been picked up by a number of world-leading universities, as well as industry thought leaders like Seth Godin.

One such example is the London School of Economics and Political Science (LSE) MBA Essentials online certificate course. This short, online, MBA-based programme aims to provide you with an essential MBA toolkit that focuses on the leadership skills, financial necessities and human interaction vital to the growth of the contemporary business professional.

It’s no longer a question of credibility, but rather of professional preference, but what are the benefits of an online MBA alternative?

The cost and commitment of an online MBA

Traditional, full degree MBA programmes from the world’s top business schools can cost a student up to $400,000 when you consider tuition fees, the opportunity cost of lost income and living costs.

This number is inconceivable to a huge portion of professionals who would benefit greatly from MBA knowledge and skills.

Coupled with this is the massive time commitment. A traditional MBA can take anywhere from one to three years to complete, a sacrifice that many business professionals aren’t willing or able to make.

The LSE MBA Essentials course provides you with the MBA skills you need to achieve excellence, but at a fraction of the cost and commitment of a traditional programme.

This gives you the opportunity to implement learnings into your career in real-time. It also means you’re able to continually keep your skill set relevant by supplementing your continuous education with other online courses or programmes – more specific to your role or industry. This is particularly beneficial when you consider that your learning doesn’t need to be limited to one discipline. Focusing on online courses, you have the ability to expand your skill set in multiple directions, learning everything from MBA skills to user experience design and digital marketing.

And if you’re not sure whether an MBA is the right decision for you, these alternative MBA programmes afford you the opportunity to test the waters and prepare for a potential full MBA in the future.

The reputation of the business school

The LSE MBA Essentials online certificate course gives you the opportunity to learn from industry experts and esteemed University faculty.

The London School of Economics and Political Science developed this alternative online MBA programme as a way of bringing its world-class teaching and knowledge to the working professional. The course content seeks to only provide the most relevant and up-to-date knowledge and skills to students, helping them expand their own careers and influence the contemporary business environment.

On successful completion of the course, you’ll earn a certificate from the London School of Economics and Political Science – hard proof of your ability to lead in business, backed by the names of a world-leading university.

Networking with other MBA professionals

A major drawcard of the traditional MBA is the networking opportunity. You have the guarantee that your classmates are as interested in developing their careers as you are, and there’s the potential that some of you may go on to exercise serious influence in the business world in the future.

A concern for most online courses is that learning online is often equated with learning alone. That isn’t the case with the MBA-based course from LSE.

The GetSmarter learning model makes for collaborative efforts where group assignments and discussions are at the centre of the learning experience. You’ll be exposed to a multitude of different professionals, at different stages of their careers, all striving for excellence.

An additional benefit of this kind of networking experience? Your network is global. Online learning means your classmates aren’t limited by geographical constraints. You have the opportunity to learn from, and partner with, business leaders from all over the world, who bring their own context and unique experience.

The LSE MBA-based course is also characterised by a human-centric, supported learning model – something unique to the vast majority of online courses. You’ll be supported every step of the way by your expert teachers and dedicated Success Manager, much like if you were on a physical campus.

Want to explore the opportunities of an online MBA alternative?

The post The Evolution Of The MBA appeared first on GetSmarter Blog.

What was discovered is no matter how often academics enjoy spending time in front of the blackboard, one of the major issues is ensuring successful impartation of knowledge to students.¹ Academic and Faculty Director of Harvard’s Derek Bok Center for Teaching and Learning, Professor Robert Lue describes how teaching and learning is constantly changing subsequently forcing academics to evaluate engagement in higher education classrooms more than ever before.

As an advocate of online education and the Course Convener of the Higher Education Teaching Certificate offered by Harvard’s Derek Bok Center for Teaching and Learning, Professor Lue is involved in conducting research on online pedagogies and pedagogical theories.

He recently sat down with the nonprofit higher education research institute, Project Information Literacy (PIL) to define pedagogy and discuss teaching, learning and the value of higher education and classroom management.

Below are Professor Lue’s key ideas and viewpoints on continuing education:²

Changing pedagogical theories and rethinking teaching and learning

“At the national level, one of the major drivers for changes in pedagogy has been the long-overdue emergence of online learning, as a solution to:

1. The problems we educators all face in terms of cost and scalability.
2. Something that can be creatively integrated with what we do with students on campus.

For the first time, many instructors are taking seriously the possibility that you can use online tools and approaches like the flipped classroom to really change what the learning experience might look like for students and how effective that experience can be. This interest in changing the learning experience has also been driven by an ever-growing mountain of evidence from educational research indicating that the traditional ways in which we teach are really not as effective as we once thought.”

Has 21st-century teaching and learning put an end to traditional lecturing?

“Every form of active learning includes context-setting, clarifying of perspective, and leading students through some kind of a discussion-engagement format. All of those things require compelling public speaking. To say lecturing is dead is inaccurate. Lecturing, and that form of projected public speaking, is now interspersed with a variety of other kinds of activities, so in my view, it’s not ‘either’, it’s ‘and’, you both lecture and do active learning.

Learners value the compelling, motivating context-setting that a really good speaker provides. To say activity-based learning has been the death knell of the lecture is not true; it has instead transformed how we lecture, communicate, and engage. We still need to stand up in front of a group and talk to them in a way that’s motivating. That kind of oratory motivation remains very important in the teaching and learning process.”

How to create an inclusive learning environment in a large classroom

“A feeling of isolation can be really deadly. Students often fall into an isolated situation when they are struggling with a problem alone, and get stuck in a counterproductive loop.

What you need to get the student to do is:

• Share the problem with another student
• Be challenged by the other student
• Challenge the other student themselves

This process of dialogue can happen both online and in person.”

Module three of the Higher Education Teaching Certificate discusses how academics can build rapport and develop an interactive and inclusive learning environment. In the higher education context, low attendance and completion rates are a reality and sometimes outside of an academic’s control. However, two factors where academics have direct influence are academic experience and the learning environment.

When students feel excluded from their learning experience, dropout rates increase. The implications for teachers lie in the need for them to alter their approaches or methods, and modes of instruction to foster meaningful relationships with and among their students.

Below are four ways you can create a more inclusive environment for your students:

1. Know your students: Find out why your students are taking the course in the first place, their previous experience of the subject and importantly, learn their names. Inform them you are open to office visits at specific hours.
2. Build rapport among the group: Give students opportunities to interact with each other, moving around in the class and interacting with different partners.
3. Assess early and often: Assessment does not always have to be in the form of exams or papers. Complete simple check-ins throughout a semester by using things like surveys or polling software or asking students to write their answers down anonymously.
4. Vary teaching strategies: Direct lecturing in every lesson can lead to low attendance and even lower interactivity. Have discussions and group work, and mix up content and course material through slides or videos.

One of Professor Lue’s tools used to develop an interactive teaching environment is active learning.

“Active learning is focused on recontextualization, opinion, and the application and synthesis of what you know. Even in a very large class, students can adapt to rearranging themselves and engaging in a paired or group activity very quickly once they get into the rhythm of doing it. What I’ve found is the problem is not the size of the class, but rather establishing clear expectations early on that this kind of learning activity will happen regularly and consistently. If you only do four active learning activities in a semester, the students never get accustomed to it, the process remains awkward, and there’s a learning curve every single time you do it — but if you do active learning activities in every class session, the students become very accustomed to them and the activities flow easily.  Active learning is facilitated by practice and familiarity; if you set up a course to develop that familiarity, the size of the class will no longer be a problem.”

Incorporating activity-based learning into your lesson plan

“In activity-based learning, instead of simply listening and absorbing ideas presented verbally, students listen and try to apply those ideas in a different context. This is done through a series of group-based or individual classroom activities enabling students to construct their own understanding of something by applying what they’ve heard. I would say, higher-order cognitive gains are achieved when you can take a concept, understand it fully in terms of the way it was presented to you, and then apply it creatively to something quite different.

Instead of simply obeying instructions like ‘let’s apply A to B’, B is made compelling, surprising, or intriguing, and then there’s a much greater chance there will be full engagement with the activity in the classroom.”

What evidence proves activity-based learning works?

“We’ve seen students’ ability to apply concepts in new settings is improved by activity-based learning. Students’ performance on assessments, especially on so-called interval assessments, are enhanced by these kinds of activities in the classroom.”

Consider the cognitive domain when designing curriculum

Bloom’s Taxonomy has been in discussion with regards to education and pedagogy for many years. The most recent Bloom’s revised Taxonomy focuses primarily on the cognitive domain reflecting active thinking and learning. Bloom’s Taxonomy is used mostly when creating effective learning objectives, which in turn help academics plan appropriately to deliver instruction and design assessment tasks and strategies. Ensuring learning objectives are achievable and informing students of these before learning begins is a way for the academic and student to check whether the impartation of knowledge has been successful.

Bloom’s Taxonomy consists of the following six categories relating to the cognitive domain:

After establishing the cognitive processes by which students encounter and work with knowledge, academics can then move on to establishing how those objectives can be achieved.

The benefits of teaching and learning with technology

“Over the last decade, I’ve seen a real shift in how media is used in the communication of science, not just at the undergraduate but at the graduate student level. The importance of being able to communicate to a non-expert audience has really gained traction. At Harvard, we now have a project called Harvard Horizons that specifically trains graduate students in how to communicate their research to a non-expert audience.”

“We’ve been doing that not just in writing, but also in speaking, and we’ve combined speaking with multimedia, giving students the opportunity to be recorded, or to intersperse their presentations with stop-motion animation, diagrams that help explain concepts, and other tools. We’ve seen that the depth of understanding of any given concept is really enhanced by a multimedia approach targeted at addressing a more public, non-expert audience.”

Combine your passion for teaching with the ability to create an effective and supportive learning environment

Download a course prospectus and learn how to raise your institutional profile with Harvard Bok

The post Professor Robert Lue Redefines Effective Higher Education appeared first on GetSmarter Blog.