Andrew Stokes argues that a four-minute video can get teachers over the crucial first hurdle in learning how to use a new online resource.
Recent developments in data protection regulations, and especially GDPR, have made Clarity think harder about how we deal with student data. In this interview, Dr Adrian Raper, Clarity’s Technical Director, who is also in overall charge of data protection, discusses where he draws the line between two opposing imperatives.
The HOPES Madad project was set up by European Union agencies to support Syrian refugees moving into higher education. In this interview, Clarity’s Technical Director Adrian Raper discusses the project, and the role played by the Dynamic Placement Test, with Harry Haynes and Hala Ahmed of the British Council.
Surely the more questions you answer in a placement test, the more points you get and the higher your score? If you can’t finish, you can’t do yourself justice. And that must invalidate the result.
How do you get your students started on their IELTS journey? This post outlines a successful 45-minute orientation session.
Following the launch of the new mobile-friendly version of Study Skills Success, Clarity’s Technical Director, Adrian Raper, reflects on mobile learning.
How important is it for students to be able to access learning materials on their smartphones? This post looks at some fascinating trends.
Peter Waters explains how working in the Gulf provides unlimited opportunities for teachers to initiate ICT projects — and describes how this positive atmosphere benefits both teachers and students.
Micro-learning is a new learning strategy aimed at closing knowledge gaps with bite-sized lessons. The new version of the IELTS Tips app, launched last week, applies this theory to IELTS preparation. Test-takers install the app and it pushes out a handy IELTS prep tip every morning for them to read on their way to school or work.
When she took over the self-access centre at Hong Kong Education University, Dr Jessie Choi realised that ‘physical learning material was no longer a strong attraction.’ This is the story of her vision of a new approach to self-access language learning, based on social interaction.