LEO Guides

LEO unit design test openall

The integration of learning technologies brings challenges which impact on learning and teaching processes. A pedagogical approach to unit design means using technology to support learning and teaching and developing graduate capabilities.

The unit design should support the provision of engaging, active learning experiences for a diverse range of students.

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Select the links below for more information about implications of practice for the various LEO Unit Design principles.

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The unit design constructively aligns the graduate attributes, learning outcomes, assessment tasks, learning activities and content.

Implications for practice

  • Unit design provides content that is sequenced and structured in a manner that enables students to achieve the stated learning outcomes.
  • Unit design provides content that gives sufficient opportunities for students to develop graduate attributes and professional competencies/capabilities.
  • The constructive alignment of the unit design is regularly reviewed.

Case study 1

Case study background:

Guidelines for enhance LEO will incorporate a series of case studies around the principles of Unit design. We are currently planning and developing these resources.  If you are interested in contributing a case study and sharing your stories with others, we would like to hear from you, please contact on us LTC.eLearning @acu.edu.au

Examples of LEO unit design:

Resources

Principle 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: Yout 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:

Guidelines for enhance LEO will incorporate a series of exemplars around the principles of Unit design. We are currently planning and developing these resources.  If you are interested in contributing an exemplar and sharing your stories with others, we would like to hear from you, please contact on us LTC.eLearning @acu.edu.au

Examples of LEO unit design:

The unit design is based on the principles of adult learning, student centredness and authentic and active learning experiences.

Implications for practice

  • All activities are designed to scaffold the achievement of the stated unit learning outcomes and assessments.
  • Unit design aims to offer students an equivalent learning experience regardless of their study mode..
  • Synchronous and asynchronous learning technologies promote active learning and ‘real life’ experiences.
  • Unit design should be reviewed for both relevance of design and learning activity selection.
  • Unit design incorporates opportunities for communication and interaction amongst students and staff.

Case study 2

Case study background:

Guidelines for enhance LEO will incorporate a series of case studies around the principles of Unit design. We are currently planning and developing these resources.  If you are interested in contributing a case study and sharing your stories with others, we would like to hear from you, please contact on us LTC.eLearning @acu.edu.au

Examples of LEO unit design:

Resources

Principle 2 (Design): The unit design is based on the principles of adult learning, student centredness and authentic and active learning experiences.

Teaching Online Support Program (TSP) Live classroom 4: exaplains the reasons why active learning is key element in learning design,, with reference to research or selected learning design practitioners, applying learning design/active learning concepts and principles to planning and preparation of learning activities.

Teaching online course > Module "Being a successful online teacher" > Unit 5 Using assessment in online teaching  (most of this unit is applicable)

Teaching online course > Module "How people lear" Unit 2: A deeper dive: theories for learner-centred online pedagogy

Refer to the following resources:

Goodyear, P. (2015) Teaching as Design. HERDSA Review of Higher Education, Volume 2, July, pp 27-50. Retrieved from http://herdsa.org.au/herdsa-review-higher-education-vol-2/27-50.

Hrastinski, S. (2008). Asynchronous and Synchronous E-Learning: A study of asynchronous and synchronous e-learning methods discovered that each supports different purposes. EDUCAUSE Quarterly, 31(4).

Marton, F., Hounsell, D. & Entwistle, N. (1997). The Experience of Learning: Implications for Teaching and Studying in Higher Education (2nd ed.). Edinburgh, Scottish Academic Press.

Morrison, D. (2015) Four-Step Strategy to Create Active Learning in Any Learning Space - Online, F2F or Blended, Online Learning Insights, September 2. Retrieved from https://onlinelearninginsights.wordpress.com/2015/09/02/four-step-strategy-to-create-active-learning-in-any-learning-space-online-f2f-or-blended/

Exemplars

Exemplar background:

Guidelines for enhance LEO will incorporate a series of exemplars around the principles of Unit design. We are currently planning and developing these resources.  If you are interested in contributing an exemplar and sharing your stories with others, we would like to hear from you, please contact on us LTC.eLearning @acu.edu.au

Examples of LEO unit design:

Pedagogical approaches drive the selection and use of learning technologies.

Implications for practice

  • Learning technologies are used strategically, with intent and pedagogical purpose, in order to underpin learning outcomes.

Case study 3

Case study background:

Guidelines for enhance LEO will incorporate a series of case studies around the principles of Unit design. We are currently planning and developing these resources.  If you are interested in contributing a case study and sharing your stories with others, we would like to hear from you, please contact on us LTC.eLearning @acu.edu.au

Examples of LEO unit design:

Resources

Principle 3 (Design): Pedagogical approaches drive the selection and use of learning technologies.

Teaching Online Course:Module 2: Mastering Pedagogy: Unit 1: Making online courses learner-centred and knowledge-centred; Unit 2: Pedagogical perspectives for the online environment and the adult online learning.     Module 5: Unit 5.1 Introduction to using technology tools for teaching online; Unit 5.6 Selecting and adopting technology tools; Unit 5.2 Developing. delivering and curating content and Unit 5.3 Facilitating communication and interaction; Unit 5.4 Developing assessments and evaluating learning and Unit 5.5. Exploring digital innovations.

There are also a of useful resources on the Learning and Teaching website with regard to technology enhanced learning http://www.acu.edu.au/staff/our_university/learning_and_teaching/technology_enhanced_learning

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.

Exemplars

Exemplar background:

Guidelines for enhance LEO will incorporate a series of exemplars around the principles of Unit design. We are currently planning and developing these resources.  If you are interested in contributing an exemplar and sharing your stories with others, we would like to hear from you, please contact on us LTC.eLearning @acu.edu.au

Examples of LEO unit design:

The unit design acknowledges the diversity of the student population.

Implications for practice

  • Units are designed to meet the needs of the differing student population, updated discipline content or professional standards and work practices.
  • Units respond to teaching practices, delivery modes and emerging learning and teaching technologies and social media.
  • Unit design applies the principles of Universal Design for Learning (UDL) (http://www.udlcenter.org/)
  • At the core of Universal Design for Learning is the principle of inclusiveness and equity: UDL provides equal access to learning, not simply equal access to information.
  • Approaches to teaching and learning for this diverse student cohort are:
    • usable
    • equitable
    • inclusive, and
    • sustainable.
  • Unit design is reviewed for both relevance of design and learning activity selection.

Case study 4

Case study background:

Guidelines for enhance LEO will incorporate a series of case studies around the principles of Unit design. We are currently planning and developing these resources.  If you are interested in contributing a case study and sharing your stories with others, we would like to hear from you, please contact on us LTC.eLearning @acu.edu.au

Examples of LEO unit design:

Resources

Principal 4: (design): The unit design acknowledges the diversity of the student population.

Teaching Online Course: Mastering Pedagogy Module 1:

ACU Mission http://www.acu.edu.au/450993

Disability services for staff http://www.acu.edu.au/810193

Additional policies, procedures and standards relevant to your teaching:

Link to Teaching Online Course > "Design and developing an online course" - Unit 2  Planning for accessibility and inclusive design; Unit 3: Learning environment: media selection; Unit 4: Common pitfalls and tips for success

Refer to other resources on Universal design for Learning include "National Center on Universal Design for Learning http://www.udlcenter.org/

Centre for Universal Design Australia: Universal Design for Learning (UDL) http://universaldesignaustralia.net.au/category/ud-for-learning/

Exemplars

Exemplar background:

Guidelines for enhance LEO will incorporate a series of exemplars around the principles of Unit design. We are currently planning and developing these resources.  If you are interested in contributing an exemplar and sharing your stories with others, we would like to hear from you, please contact on us LTC.eLearning @acu.edu.au

Examples of LEO unit design:

Effective unit design necessitates faculty/interfaculty collaboration.

Implications for practice

The unit design process demonstrates collaboration, with faculty members knowing where the unit resides within the broader course structure/curriculum.

The unit design addresses inter-relationships and co-dependences between units with regards to pre/co-requisites, content and assessments.

Design of LEO units focus on the interdisciplinary-multidisciplinary nature of teaching within the faculty.

References

JISC (formerly the Joint Information Systems Committee UK). (2015). Deliver a relevant digital curriculum. Retrieved from https://www.jisc.ac.uk/guides/enhancing-the-digital-student-experience/deliver--relevant-digital-curriculum

Macquarie University. (2015). Tap into learning technologies. Retrieved from http://staff.mq.edu.au/teaching/curriculum_assessment/learning_technologies/

Macquarie University. (2009). Technologies in learning and teaching: guidelines for good practice. Retrieved from https://staff.mq.edu.au/public/download.jsp?id=49318

University of Western Sydney. (2014). Advanced standards: design for learning [PDF]. Retrieved from http://www.uws.edu.au/__data/assets/pdf_file/0003/452073/Advanced_Standards_2014_for_Learning_update_Oct_2014.pdf

Western Sydney University. (2016). Basic standards for blended and fully online learning [PDF]. Retrieved from https://www.uws.edu.au/__data/assets/pdf_file/0005/452075/BL_basic_standards.pdf

Case study 5

Case study background:

Guidelines for enhance LEO will incorporate a series of case studies around the principles of Unit design. We are currently planning and developing these resources.  If you are interested in contributing a case study and sharing your stories with others, we would like to hear from you, please contact on us LTC.eLearning @acu.edu.au

Examples of LEO unit design:

Resources

Principle 5 (Design): Effective unit design necessitates faculty/interfaculty collaboration.

Teaching Online Course: Mastering Pedagogy Module 1:

ACU Mission http://www.acu.edu.au/450993

Disability services for staff http://www.acu.edu.au/810193

Application of learning and teaching policies and support services relevant to your role:

https://students.acu.edu.au/332286

Link to Module 3 of Teaching Online Course > "Designing and developing an online course" - Unit 2  Planning for accessibility and inclusive design; Unit 3: Learning environment: media selection; Unit 4: Common pitfalls and tips for success.

Refer to other resources on Universal design for Learning include "National Center on Universal Design for Learning http://www.udlcenter.org/

Centre for Universal Design Australia: Universal Design for Learning (UDL) http://universaldesignaustralia.net.au/category/ud-for-learning/

Exemplars

Exemplar background:

Guidelines for enhance LEO will incorporate a series of exemplars around the principles of Unit design. We are currently planning and developing these resources.  If you are interested in contributing an exemplar and sharing your stories with others, we would like to hear from you, please contact on us LTC.eLearning @acu.edu.au

Examples of LEO unit design: