Case study: Student focused online presence in business
School: Unit: Mode: Context: Academic: Student profile: Students enrolled:
Peter Faber Business School BUSN110 Responsible reasoning and communication Attendance Bachelor of commerce/Bachelor of business administration, 1st year Dr Sebastian Krook First year, undergraduate 25
In this case study Dr Sebastian Krook describes a range of tools he uses in his blended units to aid student engagement and create a sense of community.
Creating a sense of community online using student photos and bios ('people gallery')
Strategies for embedding a teacher presence online
Using Padlet for group allocation
Using Turnitin voice comments for faster, easier marking
LEO template use for improved user experience and reduced cognitive load.
Hear about Sebastian’s experience…
ACU Case study: Student focused online presence in business - BUSN110 Responsible reasoning and communication - S.Krook (2016) Many thanks to the Faculty of Law and Business for the use of their Pop-up Studio equipment to record this interview. Length: 9 mins.
This introductory unit has been designed, explicitly, to develop students reasoning, critical thinking, and communication skills.
The LEO template was designed to have a consistent naming of sections and heading hierarchies. This will aid ease of navigation and reduce cognitive load. Sebastian particularly focused on providing the unit essentials, rather than providing too many options. The aim is to make things easy and seamless for the students.
Asyncronous online material
Short overview videos, readings, individual and collaborative activities
Face to face lecture
1 hour per week
Lecture that integrates polling technology using student’s smart phones/laptops and LEO choice and quiz functions.
Face to face tutorial
1 hour per week
In this essay students review the development of the online video as a new means of organisational communication, and provide a reasoned position on how the online video will develop, be used, and change within the next ten years.
Presentation outline and materials (groups of 4-5 students)
The presentation document includes: (a) The slides or presentation materials with notes (b) A complete list of references as the final slide (c) An outline of group contributions detailing the responsibilities of each group member, and signed by all group members.
2 hours + 10 mins
The exam is completed via an online test. 27 questions in the exam (multiple choice (20) + short-answer (6) + essay question(1))
The above assessments may have been designed before the latest update to the ACU Assessment Policy. See Assessment Policy for up-to-date advice on designing your assessments.
Scroll through these examples to see some highlights from the unit.
This is an example page from the unit showing overview, module outcomes, and the big picture question.
This is the example page continued.
Students work in face-to-face class turned into personalised banner for the unit.
The creation of a people gallery on the right-hand side of unit.
Adobe Presenter was used for short screen recordings. Sebastian edited them in iMovie on an iPad, and sometimes added in a film clip that was recorded on his iPad as well. He used Adobe Voice for short “lecture overviews”, it’s a really handy tool that works on an iPad, and is ideal for short recordings.
Every time a student logged in there was a picture and bio of a fellow classmate (different each time) - a 'people gallery'. This helped create a sense of community and break down the sense of online isolation.
Sebastian achieved this through using the LEO glossary and block features. He instructed students to upload a photo and a bio into a glossary on LEO.
Once the glossary was created, he created a LEO block ('random glossary entry' type), set it to draw from the bio glossary and located it at the top right-hand side of his LEO unit.
Sebastian used the LEO Choice tool to record attendance in lectures. Students used their laptops/smart phones, and this avoided having to send around a paper sheet for attendance.
He also used the tool to conduct polls in the lecture. Students can see their result and classes’ summarised result. This is formative feedback for the student, and the teacher able to see what areas the students may need for cover in greater detail and provide further support.
Students worked on Marketing Plans on butchers paper in a tutorial. Photos were taken of the plans and turned into a collage on unit page. This personalised the unit and showcased the student’s work.
These are examples of the kinds of support the academic staff building this unit drew on.
Faculty Educational designer introducing new tools
Colleagues who have tried different tools sharing their knowledge.
Those involved in building the unit drew on the FLB Blended Learning LEO template. It has different sections that guide and instruct those building units.
Creators drew on the FLB “digital core” (minimum digital use guidelines) which encourages the academics to have a common base for their digital approach.
Narrowing a unit down to its essentials, 'decluttering' and avoiding bells and whistles.
Sebastian would like to focus on the following for future iterations of the unit:
Integrating fieldwork into the unit, rather than having everything classroom based.Taking students on an excursion, asking students to document using phone cameras etc. Uploading the images for students to showcase, and analyse further.
The learning experience becoming more dynamic, and not split between online and face to face, but an intentional, seamless integration.