LEO Guides

Guideline Principle design3

All communication within LEO, amongst staff and students, is intentionally designed to support learning and teaching and to facilitate high achievement of the unit learning outcomes.

teacher and two students

Select the links below for more information about implications of practice for the various communication principles.

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Staff should understand that an active presence in their LEO unit is essential to student achievement.

  • Staff provide a timely response to student enquiries and provision of feedback.
  • Staff create a welcoming and supportive atmosphere at the start of the unit.
  • Staff are committed to actively monitoring how students are engaging in the unit. Staff foster student engagement with the unit and the material.
  • Staff involved in delivering the unit are clearly identified in terms of their roles and responsibilities.
  • Staff take an active and leading role in facilitating online discussions.

Click the images to find out more...

Case study 1

Case study background: information

Examples of LEO unit design:

Resources

Principal 1: (design): The unit design constructively aligns the graduate attributes, learning outcomes, assessment tasks, learning activities and content.

Teaching support program (TSP)> the program is aimed at staff who are interested in or responsible for unit design and focuses on unit mapping; digital tools and active learning (use ALL program. Live classrooms webinars/recordings, coaching and other support resources. Live classroom session 1: Includes information about curriculum and learning design concepts, rationale/context or your unit in term of structure and inter-dependencies with other units; distinguishes between the aims, objective and learning outcomes and describes characteristics of good learning outcomes.

Teaching online course> Module 3: "Designing and Developing your online course" > including Unit 3.1 Introduction to designing and developing your online course and Unit 3.2 Before you start designing your course and 3.3 Improving your online course design.

Designing learning activities: see http://www.acu.edu.au/870221

Biggs, J. B. & Tang, Catherine (2011). Teaching For Quality Learning At University (4th ed.). Retrieved from http://ezproxy.acu.edu.au/login?url=http://ACU.eblib.com/patron/FullRecord.aspx?p=798265

While the whole book is relevant the following two chapters provide a lot of the background to the information presented in Session 1: Chapter 6: Constructively aligned teaching and assessment and Chapter 7: Designing intended learning outcomes

Link to the following resources:

LEO guides for staff: Your Units http://www.acu.edu.au/staff/our_university/learning_and_teaching/technology_enhanced_learning/leo_guides/your_units

LEO guides for staff: text editor and creative commons http://www.acu.edu.au/staff/our_university/learning_and_teaching/technology_enhanced_learning/leo_guides/learning_materials

LEO guides for staff: Communicating http://www.acu.edu.au/staff/our_university/learning_and_teaching/technology_enhanced_learning/leo_guides/communicating

Exemplars

Exemplar background: information

Examples of LEO unit design:

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Staff should understand that an active presence in their LEO unit is essential to student achievement.

  • Staff provide a timely response to student enquiries and provision of feedback.
  • Staff create a welcoming and supportive atmosphere at the start of the unit.
  • Staff are committed to actively monitoring how students are engaging in the unit. Staff foster student engagement with the unit and the material.
  • Staff involved in delivering the unit are clearly identified in terms of their roles and responsibilities.
  • Staff take an active and leading role in facilitating online discussions.

Click the images to find out more...

Case study 1

Case study background: information

Examples of LEO unit design:

Resources

Principal 1: (design): The unit design constructively aligns the graduate attributes, learning outcomes, assessment tasks, learning activities and content.

Teaching support program (TSP)> the program is aimed at staff who are interested in or responsible for unit design and focuses on unit mapping; digital tools and active learning (use ALL program. Live classrooms webinars/recordings, coaching and other support resources. Live classroom session 1: Includes information about curriculum and learning design concepts, rationale/context or your unit in term of structure and inter-dependencies with other units; distinguishes between the aims, objective and learning outcomes and describes characteristics of good learning outcomes.

Teaching online course> Module 3: "Designing and Developing your online course" > including Unit 3.1 Introduction to designing and developing your online course and Unit 3.2 Before you start designing your course and 3.3 Improving your online course design.

Designing learning activities: see http://www.acu.edu.au/870221

Biggs, J. B. & Tang, Catherine (2011). Teaching For Quality Learning At University (4th ed.). Retrieved from http://ezproxy.acu.edu.au/login?url=http://ACU.eblib.com/patron/FullRecord.aspx?p=798265

While the whole book is relevant the following two chapters provide a lot of the background to the information presented in Session 1: Chapter 6: Constructively aligned teaching and assessment and Chapter 7: Designing intended learning outcomes

Link to the following resources:

LEO guides for staff: Your Units http://www.acu.edu.au/staff/our_university/learning_and_teaching/technology_enhanced_learning/leo_guides/your_units

LEO guides for staff: text editor and creative commons http://www.acu.edu.au/staff/our_university/learning_and_teaching/technology_enhanced_learning/leo_guides/learning_materials

LEO guides for staff: Communicating http://www.acu.edu.au/staff/our_university/learning_and_teaching/technology_enhanced_learning/leo_guides/communicating

Exemplars

Exemplar background: information

Examples of LEO unit design:

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Case study 1

Case study background: information

Examples of LEO unit design:

Exemplars

Exemplar background: information

Examples of LEO unit design:

Exemplars

Exemplar background: information

Examples of LEO unit design:

Attendance mode

Principal mode of delivery: Face to face

Learning descriptor:

Learning in this unit will require face-to-face attendance in specific physical location/s.
Students will have face-to-face interactions with lecturer(s) and/or industry practitioners to achieve the learning outcomes.
For units with industry/work experience, supervision is undertaken by the lecturer(s) either in person and/or virtually (e.g. online).

Examples of technology use:

The following will be accessible to students online:

  • unit outline
  • notices/announcements
  • assessment information, submission, marking and return of results/feedback
  • learning resources (e.g. readings, lecture notes, audio or video recorded material, lecture slides
  • activities – individual and group (e.g. discussions, quizzes, wikis).

Technologies used to enhance face to face delivery may include:

  • Live quizzes/polling
  • Simulations
  • Industry required technology.

Location:

Will include some online access and  combinations of the following:

  • On campus
  • Intensives
  • industry/workplace experiences (such as practicums and clinical practice).

Multi mode

Principal mode of delivery: Face to face and virtual

Learning descriptor:

Learning in this unit requires some face-to-face attendance and will contain complementary online activities.

Unit will likely require the use of online communication and collaboration tools to achieve interactions amongst students, and with the lecturer(s)/industry expert on a regular basis.

The proportion of face-to-face time will vary between different units.

For units with industry/work experience, supervision is undertaken by the lecturer(s) either in person and/or virtually (e.g. online).

Examples of technology use:

The following will be accessible online to students:

  • unit outline
  • notices/announcements
  • assessment information, submission, marking and return of results/feedback

Learning resources and activities may include the following (but not limited to):

  • web links
  • simulations
  • quizzes
  • videos
  • interactives
  • readings
  • lecture notes/slides
  • audio

Collaboration may be facilitated through:

  • webinars
  • online discussion groups
  • blogs
  • wikis
  • other shared digital tools

Technologies used to enhance face to face delivery may include:

  • Live quizzes/polling
  • Simulations
  • Industry required technology

Location:

Will include online and

a combination of the following:

  • On campus,
  • Intensives,
  • industry/workplace experiences (such as practicums and clinical practice).

Online mode

Principal mode of delivery: Virtual

Learning descriptor:

Learning in this unit does not require any physical campus attendance. The unit will be delivered virtually (online) by means of technology.

Learning will have elements that are self-directed and self-paced. Unit will likely also require the use of online communication and collaboration tools to achieve interactions amongst students, and with the lecturer(s)/industry expert on a regular basis.

Learning in this mode will be largely asynchronous (‘anywhere, anytime learning’), but could also include synchronous events (e.g. live webinar).

Examples of technology use:

The following will be accessible online to students:

  • unit outline
  • notices/announcements
  • assessment information, submission, marking and return of results/feedback

Learning resources and activities may include the following (but not limited to):

  • web links
  • simulations
  • quizzes
  • videos
  • interactives
  • readings
  • lecture notes/slides
  • audio

Collaboration may be facilitated through:

  • webinars
  • online discussion groups
  • blogs
  • wikis
  • other shared digital tools

Location:

Technology will be used to support off campus delivery