LEO Guides

LEO unit design2

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.

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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:

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 headings to find out more...

Teacher-to-teacher communication is vital to ensure effective delivery of a unit and to create a consistent learning experience for students, regardless of campus and delivery mode.

  • Staff provide a timely response to student inquires 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 headings to find out more...

Staff and students have a shared responsibility to be respectful in all online interactions.

  • Staff and students should be sensitive to different viewpoints and alternative perspectives.
  • Staff should model respectful behaviours for students at all times.

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Staff  and students are encourages to integrate social media into learning and  teaching, where the use of social media is aligned to ACU's social media  policy and its use supports the instructional aims of the uni

    • Staff and students should ensure  they are familiar with ACU's social media policy prior to using social  media as a teaching and learning tool in their unit.
    • When  selecting social media tools for use in a unit, staff should be mindful  of the particular tools students prefer to use. Where a tool is  unfamiliar to the student(s), staff provide or refer the student(s) to  adequate learner support resources for that social media tool and  support student(s) during the unit in the use of the too.
    • Staff  should allow students to opt out or participating in any non-assessed  social media interactions and if opting out, the student should not be  at any disadvantage in terms of achievement in the unit.
    • The  social media tool selected by staff should be one that is appropriate  for students with a device of average capability and speed, and is brand  agnostic.

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