Teaching in higher education is a rather interesting profession. To enter it, people are trained for years in one area of their occupation (i.e. research) while most often not trained in another (i.e. teaching). Yet the latter area takes up much time in an academic’s day-today activities. University teaching staff are often left to develop their understanding of teaching and learning on their own. But anyone teaching in higher education knows that it is not so easy to decide what works and what does not work when teaching in their discipline.