PLANNING YOUR ONLINE UNIT

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1 PLANNING YOUR ONLINE UNIT A SERIES OF GUIDING QUESTIONS AND ACTIVITIES

2 Version 1.0 UTAS August 2013 Stephen Linquist Tasmanian Institute of Learning and Teaching University of Tasmania Contributions: Rachael Phegan Kel Jackson Nell Rundle Gordon Campbell Peta Statham This work is licensed under a Creative Commons Attribution-ShareAlike 3.0 Unported License.

3 CONTENTS ABOUT 4 DEFINING 5 ONE / Curriculum Stocktake 7 TWO / Refer to the unit outline 9 THREE / Define online unit elements 10 FOUR / Considerations before defining the scope 12 FIVE / Review online unit elements 14 PLANNING 15 ONE / Core teaching delivery 17 TWO / Learning activities 20 THREE / Communication - staff initiated 24 FOUR / Communication - student initiated 26 FIVE / Learning resources 29 SIX / Informal assessment 31 SEVEN / Formal assessment 33 EIGHT / Assessment feedback 40 NINE / Unit administration 42 TEN / Unit evaluation 46 TIMELINE 48 ONE / Why consider developing a schedule 50 TWO / The Unit Sequence Template 51 THREE / An Example 56 FOUR / Developing your own unit schedule 59 BUILDING 60 ONE / Structure method 62 TWO / Building a unit skeleton 65 NEXT STEPS 69 APPENDIX 71 Curriculum Stocktake Template 72 Unit element checklist 73 Reviewer Record Peer review starter template 74 Reviewee Record Peer review starter template 76

4 ABOUT Planning Your Online Unit contains a series of questions and subsequent design suggestions which can be used to help inform the design of a unit using MyLO. It is intended for use in the design of blended and/or completely online units. This resource contains five sections which can be used sequentially in order or individually DEFINING / Identify what elements of your unit could be delivered online. PLANNING / A series of questions and design ideas for each of the elements in your unit that you have chosen to deliver online. TIMELINE / Explore how you could develop a flexible delivery schedule. BUILDING / A series of considerations on how you could structure your unit and a tutorial outlining how to build a skeleton for your unit in MyLO. NEXT STEPS / Identify resources and training that will assist you to complete your unit. MyLO My Learning Online refers to a suite of online teaching technologies available at UTAS. MyLO / Desire2Learn Learning Environment A learning management system learning materials, activities, assessment tasks and communication MyLO Manager UTAS online unit creation and administrative system Online Rooms / Blackboard Collaborate A virtual classroom for real time video, audio and desktop interaction with student groups E-Portfolio / Desire2Learn E-Portfolio Students can use this system to create, manage and share a portfolio of their work MyMedia / Echo 360 A lecture recording and distribution system UTAS Wikis / Confluence Students can use this application to collaboratively create documents and share files 4

5 DEFINING 5

6 DEFINING This first stage is centered on identifying what elements of your unit will be delivered and/or supported online. ONE / CURRICULUM STOCKTAKE At what stage of development is your unit (course) currently at? Completing the Curriculum Stocktake template will give you a single document that you can refer to and adapt as you plan the online aspects of your unit. TWO / REFER TO THE UNIT OUTLINE Have a look at your unit outline and firstly determine if / what elements of the unit must have an online presence. Included are some examples and questions for consideration. THREE / DEFINE ONLINE UNIT ELEMENTS After looking at your unit outline, have a look at the unit element checklist and check those elements which are required to have an online presence. FOUR / CONSIDERATIONS BEFORE DEFINING THE SCOPE A range of questions to help you consider the overall purpose of your unit. This should help you determine what parts of your unit will have an online presence. FIVE / REVIEW ONLINE UNIT ELEMENTS You may now wish to design an online presence for various elements of your unit in addition to any mandated by the unit outline. Make any necessary changes to the Unit Element Checklist. 6

7 DEFINING ONE / CURRICULUM STOCKTAKE Outlining your Unit plan as it currently exists WHY STOCKTAKE? The unit you are intending to deliver (partially or wholly online) may currently exist in a state ranging from a brief concept through to a fully fledged unit which has been previously taught. Irrespective of how developed your unit currently is, it will be helpful to have a single page document that outlines the relationship between learning outcomes, assessment tasks, learning activities and instruction. Note: Please skip this section if you have a document (e.g. unit outline) that already contains this information. THE CURRICULUM STOCKTAKE TEMPLATE The Curriculum Stocktake is a single A3 size document which when completed, will enable you to have a birds eye perspective of your unit design. It is based upon the concept of Constructive Alignment (Biggs & Tang, 2007) where assessment tasks, activities and instruction are explicitly linked to the intended learning outcomes. A Curriculum Stocktake document will act as a quick reference point to your unit while you consider the questions posed throughout this resource. A cropped section of the template. Reference Biggs, J. B., & Tang, C. S.-k. (2007). Teaching for quality learning at university: what the student does. Maidenhead: McGraw- Hill/Society for Research into Higher Education & Open University Press. 7

8 DEFINING ONE / CURRICULUM STOCKTAKE Outlining your Unit plan as it currently exists The template contains six columns, and the aim is to horizontally align Intended learning outcomes with their associated assessment tasks, activities and instruction. LEARNING TOPIC IDEAS Applicable only when intended learning outcomes have not yet been developed. A space to briefly list the topics you believe will need to be covered in response and broader objectives (e.g. Course Level Learning Outcomes). INTENDED LEARNING OUTCOMES Statements that outline what a student should be able to do after engaging with the associated assessment task(s). ASSESSMENT TASKS Tasks designed to enable a student to demonstrate that he/she can do as outlined by the intended learning outcome. ACTIVITIES Learning experiences that enable students to actively develop an understanding of the concepts they will be formally assessed on. INSTRUCTION Learning content presented to students via teacher instruction and/or learning resources MODULES Potential sub groupings of inter-related instruction and activities The Template can be accessed in the Appendix on page 72 8

9 DEFINING TWO / REFER TO THE UNIT OUTLINE The elements of the unit which require an online presence Are there elements of the unit that need to be online? When you inherit an existing unit, there will be publically accessible information that the students have already received outlining how the unit (course) must be delivered. Sources for this information may include: Course Handbook A database of study offerings for each calendar year. Two major audiences are: Prospective students seeking to inform their enrolment decisions. Teaching staff entrusted to co-ordinate the unit (course) and develop a unit outline (course syllabus). Unit Outline A document generally prepared by the lecturer responsible for co-coordinating the delivery of the unit. Two major audiences are: Students enrolled and undertaking study in the unit (course). Tutors (teaching assistants) who are playing a teaching and/or assessing role. Note: Depending on the practices of your faculty, the Unit Outline may be editable until the commencement of delivery, enabling you to focus on adhering to the information outlined in the Course Handbook. References to mandatory online delivery that may be contained in these documents include: Information that can be found, can include: 1. ASSESSMENT e.g. submission of a completed task or undertaking a quiz via MyLO 2. CONTACT THE LECTURER e.g. students being asked to use a discussion topic for non-personal communication 3. LEARNING EXPECTATIONS AND TEACHING STRATEGIES e.g. information on expectations specific to the use of MyLO such as participation in discussion topics, keeping an online journal and accessing new information 4. DETAILS OF TEACHING ARRANGEMENTS e.g. scheduled Online Rooms (Collaborate) sessions and availability of lecture recordings 5. STUDY SCHEDULE e.g. scheduled activities such as formative online tasks, discussion topics and online reflections 9

10 DEFINING THREE / DEFINE REQUIRED ONLINE UNIT ELEMENTS The elements of the unit which require an online presence ABOUT THE ONLINE UNIT ELEMENTS CHECKLIST The online unit elements checklist breaks unit delivery down into 10 key areas. It is designed to act as a record outlining which aspects of your unit you intend to develop an online presence for. There is a series of considerations and design suggestions for each of these areas located in the Planning section of this resource. The Online Unit Elements Checklist is located in the appendix on page 73 10

11 DEFINING THREE / DEFINE REQUIRED ONLINE UNIT ELEMENTS The elements of the unit which require an online presence Based upon your look at the unit outline, which of these 11 areas are you considering developing an online presence for? Complete Unit Element Checklist (pg 73) 11

12 DEFINING FOUR / CONSIDERATIONS PRIOR TO DEFINING THE SCOPE Are there any other elements of your unit that could have an online presence? Listed below are three further questions aimed at assisting you to decide on 'how much' of your unit delivery will be online using MyLO. Do you envisage this unit will be delivered predominately on campus? If so, you could utilise MyLO in a range of ways: To provide standardised access to learning materials and distribute news items to students throughout the delivery period. In an administrative capacity in order to maintain a record or student grades, communicate exclusively with student sub groups, and record attendance. Facilitate self-directed and/or group activities which enable students to extend or deepen their understanding of concepts explored in on-campus classes. Are there scheduled face to face sessions as part of your unit? If so you may want to consider utilising MyLO in order to perform one or more of the following functions: Provide access to the learning resources associated with unit Communicate with students For students to initiate communication with teaching staff and their peers Facilitate student completion and/or submission of assessment tasks Maintain administrative records such as attendance lists and record assessment results 12

13 DEFINING FOUR / CONSIDERATIONS PRIOR TO DEFINING THE SCOPE Are there any other elements of your unit that could have an online presence? Do you envisage the unit having a mix of students who are enrolled as distance students and on campus? If so, you may want to consider using MyLO to support the following aspects of your unit for the entire student cohort: Assessment and feedback Communication Learning materials Recordings of core teaching delivery If there are multiple student cohorts, how will you try and manage your workload by not duplicating activities and teaching? Strategies can include: Using a single MyLO unit where you can manage multiple student cohorts through the use of the groups tool and restricted access. Use of lecture recording (MyMedia) in order to pre-record lecture materials or record lectures conducted throughout the semester. Designing activities where student participation can be undertaken online by both student cohorts (e.g. use of discussions, quizzes and online rooms sessions). Using the same focus questions from face to face sessions in online discussion topics. 13

14 DEFINING FIVE / REVIEW ONLINE UNIT ELEMENTS About the online unit elements checklist The online unit elements checklist breaks unit delivery down into 10 key areas. It is designed to act as a record outlining which aspects of your unit you intend to develop an online presence for. There is a series of considerations and design suggestions for each of these areas located in the Planning section of this resource. The Unit Element Checklist is located in the appendix on page 73 After considering the questions posed on the previous pages, which of these 10 unit elements are you now considering developing an online presence for? 14

15 PLANNING 15

16 PLANNING This section breaks down unit delivery into ten elements. Each section contains a series of questions with accompanying suggestions and design ideas. There is a text field after each question where you can record any thoughts you have. These notes will be useful to refer back to when you are building your unit skeleton in MyLO. ONE / CORE TEACHING DELIVERY How the lecturer decides to present/teach the major learning topics TWO / LEARNING ACTIVITIES Activities designed for students to apply and/or explore the concepts covered in the core teaching THREE / COMMUNICATION - STAFF INITIATED How the teacher communicates with individuals, groups and the whole student cohort FOUR / COMMUNICATION - STUDENT INITIATED How the student can initiate communication with their peers and teaching staff FIVE / LEARNING RESOURCES Supplementary learning materials such as reading lists, journal articles and websites SIX / INFORMAL ASSESSMENT Tasks a student undertakes prior to commencing the unit or those designed to provide feedback to students on their understanding of a concept where there is no formal grade SEVEN / FORMAL ASSESSMENT Tasks that a student is required to complete in order to receive a grade which contributes to their final grade for the unit EIGHT / ASSESSMENT FEEDBACK Feedback a student will receive from teaching staff (and possibly peers) in response to their participation in informal and formal assessment tasks NINE / UNIT ADMINISTRATION Managing non-teaching elements of unit delivery such as enrolment, attendance, final grade calculation, student groups, and distribution of logistical information TEN / UNIT EVALUATION Soliciting feedback from students personally and through the use of diagnostic tools 16

17 PLANNING ONE / CORE TEACHING DELIVERY How the lecturer decides to present/teach the major learning topics How do you intend to make clear to students what the purpose of the MyLO unit is as part of the overall unit delivery? You may want to consider: Writing a short statement for the unit outline. Providing a short statement in the unit overview section of Content. Producing an about this unit module in Content. Writing an introductory news item. Are you intending to present lectures as part of the teaching schedule? If so, you may want to consider: Pre-recording lectures from your desk using (Echo360) Personal Capture. This may enable you to utilise any scheduled on-campus lecture times for alternative teaching (e.g. question and answer seminars, presentations etc). Recording your lectures using a lecture theatre equipped with MyMedia facilities. You can then enable students to access these lectures via a Quicklink in the content area. Presenting lecture support materials/notes etc in content. Your overall module structure in content will determine whether you present all these materials in one module or whether they are placed in modules based upon the topic they relate to. (See Building/Structure Method pg. 56) Setting up a Discussion topic where students can ask questions or write any commentary in relation to the lecture topic. Using Online Rooms (Collaborate) to deliver real time lectures to students remotely, where students can ask questions via audio. 17

18 PLANNING ONE / CORE TEACHING DELIVERY How the lecturer decides to present/teach the major learning topics Are you intending to facilitate tutorial type sessions as part of the teaching schedule? If so you may want to consider: Using Online Rooms (Collaborate) to facilitate a real-time audio and text based discussion, lead presentations and provide demonstrations to students. Using Chat to conduct a text based discussion with a small group. Setting up a discussion topic with a small array of focus questions for students to respond to. It can be set so that students won t see peers contributions until they have contributed themselves. Present a series of focus questions in a survey and collate students responses in order to aid a subsequent discussion (in class session or using Collaborate). Do you have persons external to UTAS such as a guest lecturer participating in the delivery of the unit? If so, consider: Utilising online rooms (Collaborate) where you can grant the guest moderating privileges, enabling them to lead a session without needing a UTAS username and password. Assisting the guest to complete a Request for access to university services for persons who are not associates of the University of Tasmania form. Once approved, you could add the guest as a lecturer using MyLO manager whereby he/she could participate more broadly in the unit delivery (e.g. post in discussions, contribute learning materials etc). 18

19 PLANNING ONE / CORE TEACHING DELIVERY How the lecturer decides to present/teach the major learning topics Are there any related units of study/courses that you would like to inform students about? For example you may wish to: Develop a document in MyLO which contains general information and links to a number of related courses/units. This document would be accessed by students in the Content area of MyLO. Add a series of Quicklinks to related units and house these in a dedicated module in Content. 19

20 PLANNING TWO / LEARNING ACTIVITIES Activities designed for students to apply and/or explore the concepts covered in the core teaching Have you designed any activities to enable students to initially explore or deepen their existing understandings of topics included in the curriculum? The work undertaken in these activities would not normally be assessed, as they may be designed to: Prepare students for a subsequent assessment. Act as a hurdle requirement. Are you intending to use activities which focus on students undertaking basic research? e.g. tours, independent research, case study, observation and field trip Consider: Encouraging the use of social bookmarks (e.g. Delicious.com) where a dynamic list of all the web links located by each individual student can be automatically collated and categorised via an RSS widget in MyLO. Encouraging the students to maintain an e-portfolio encompassing any photos, weblinks, reflections and presentations. Encouraging the use of a social media sharing tool (e.g. Pinterest, Flickr) where students can collate and share the online resources (e.g. images) that they have created or located. Creating a Discussion Forum where various topics can be set up, each reflecting various categories/areas of investigation. 20

21 PLANNING TWO / LEARNING ACTIVITIES Activities designed for students to apply and/or explore the concepts covered in the core teaching Are you considering activities which require students to plan? e.g. mind-mapping, problem-based learning groups Consider: Setting up a wiki (e.g. Confluence UTAS supported wiki) where students can collaboratively contribute to the creation of an interactive document. Encouraging the use of Google docs where students can co-construct a document in real time. Enable students to be able to have an online room (Collaborate) where they can communicate in real time via text, audio, video and share applications in order to produce their plan. Encourage the use of an online mind-mapping application (e.g. Mindmeister) where students can collaborate remotely in real time in order to construct a visual plan. Would students be undertaking activities where they construct a physical or digital object? e.g. drawings, modeling, written work, photos, recording If you think students would benefit from sharing a snapshot or the object itself with their peers, consider: Setting up a discussion topic where students can attach a file to their post. Other students will be able to read the post, download the attachment and write a reply. Instructing/encouraging the students to create a presentation in their e-portfolio and invite their peers to view the presentations. If you think students will need to work collaboratively in real time as part of these activities, consider: Setting up an online room (Collaborate) for students to share their desktops, share files and communicate in real time via audio. 21

22 PLANNING TWO / LEARNING ACTIVITIES Activities designed for students to apply and/or explore the concepts covered in the core teaching Will students need to simulate a process or engage with a scenario? e.g. role-playing, simulation, interactive game, scavenger hunt Consider: Posing a video based scenario to a discussion topic whereby students respond via text in a designated or selfselected role. Facilitating a chat session where you pose a scenario to the student group and there is a set time to evaluate and respond. Exploring use of externally hosted simulation systems which are vocation specific or video games which enable students to problem solve. Would you like to use activities which require students to enter short responses to set questions? e.g. quiz, surveys, puzzles, reflections Consider: Constructing a survey where students can write short ungraded responses to a series of questions. Students can receive pre-generated instant feedback with links to further information. Using an external activity/quiz generator, (e.g. Hot Potatoes, Quandary) where students can complete activities with visual cues such as branched scenarios. Asking students to write reflections using their e-portfolio and submit these via a Dropbox. 22

23 PLANNING TWO / LEARNING ACTIVITIES Activities designed for students to apply and/or explore the concepts covered in the core teaching Could there be an activity where students give a presentation to you and or the wider student group? e.g. real time and pre-prepared audio visual Consider: Setting up an online room (Collaborate) where students can present visual materials, provide an audio commentary and respond to questions. Use an online tool (e.g. Slideshare, GoogleDocs) in order to create an interactive presentation which can be shared between the authors and wider groups (teaching staff and/or students). Getting students to create a presentation using their e-portfolio and grant access to teaching staff/students as necessary. Would you like there to be any activities dependent upon interaction? e.g. debates, virtual community, group discussion, student facilitated session Consider: Setting up an online room (Collaborate) where: - you could moderate a student debate - enable students to facilitate a lesson - invite external guests (e.g. professionals/researcher) to form a panel for interaction with students Setting up a discussion topic where you can pose the question or pose one on behalf of a student who then moderates the discussion Encourage students to join an online professional/interest network (see Ning.com) and have a discussion topic where students can relay links/reflections to topics of interest. 23

24 PLANNING THREE / COMMUNICATION - STAFF INITIATED How the teacher communicates with individuals, groups and the whole student cohort How would you like to let students know who you are? You may want to consider: Completing your profile in MyLO. Writing a welcome news item. Producing a welcome video (this could be embedded in a news item). Writing a pre-semester . Providing a link to your online staff profile. Would you like to use MyLO to communicate with the student group in relation to topics that are not normally addressed in learning material or the unit outline? For example you may wish to: Use news items to announce the availability of a lecture recording, learning resource and/or logistical information such as a change of time/venue. Use the Classlist to send s to the entire student group or a subset. Create discussion topics which act as a forum for students to ask questions. Set up an online room whereby you can be available at set times to meet with students. Add events to display in the calendar to students. Any activities, resources and assessments can have availability/due dates set so that they also display in the calendar. Encourage students to utilise notifications, whereby they self-nominate to receive instant s informing them of new and changed information such as assignment due dates, news items, new discussion posts and results. 24

25 PLANNING THREE / COMMUNICATION - STAFF INITIATED How the teacher communicates with individuals, groups and the whole student cohort Are students aware of the range of ways in which you could/will communicate with them individually while they are enrolled in the unit? You may want to consider use of: - to send s that students receive in their UTAS account. Intelligent agents - where students receive automated s based upon not accessing the unit for a designated period and/or after undertaking a range of tasks. Online rooms - at designated times for real time interaction with individuals. 25

26 PLANNING FOUR / COMMUNICATION - STUDENT INITIATED How the student can initiate communication with their peers and teaching staff Do you feel you need to communicate your expectations of the students in regards to how they communicate with you in the unit? If so you may want to consider: Providing a brief statement which outlines your expectations and present this to students via: - a topic in content. - a discussion topic description. - the unit outline. Using Online Rooms (Collaborate) to run an introductory session where your expectations regarding student communication can be one of the topics addressed. You will be able to respond to any enquiries or concerns the students have regarding these expectations. How would you prefer students to individually contact you in regard to personal enquiries? e.g. extension requests, group participation, attendance, tutorial/activity groupings, assessment re-evaluation Students could contact you via: Sending an using the Classlist or the tool in MyLO. A pre-arranged audio discussion to be conducted using Online Rooms (Collaborate). 26

27 PLANNING FOUR / COMMUNICATION - STUDENT INITIATED How the student can initiate communication with their peers and teaching staff If a student has an enquiry regarding unit content, concepts and assessment requirements how would you like them to initiate contact with you? e.g. access to learning resource, further explanation on topics, pre-submission clarification on due dates, assessment expectations and its relationship to topics covered Students enquiries could be handled by: Setting up a FAQ (frequently asked questions) style discussion topic where students can post, view and respond. Hosting scheduled question and answer session using Online Rooms (Collaborate) or Chat. Students sending an to you if it is not relevant to the wider student group. Are you aware of the ways in which students can communicate with their peers using MyLO? Students can: Form informal study groups via sending expressions of interest s using the Classlist. Communicate in self-designated groups via instant text messages using Chat and the Pager. Participate in a discussion topic that the teacher establishes for the purpose of students general communication (e.g. answering questions about unit topics/concepts). Choose to include links to social media profiles they have in their MyLO Profile. These profiles are visible to all students via the Classlist. 27

28 PLANNING FOUR / COMMUNICATION - STUDENT INITIATED How the student can initiate communication with their peers and teaching staff Do you expect students to work together? You may wish to consider: Looking at the Collaboration Smorgasbord which provides a brief outline on how a range of tools in MyLO can be used for student collaboration. Choosing to automatically create a locker and/or discussion topic when creating groups using the Groups tool. That interactions between students in tools such as discussions, chat and online rooms can be submitted for teacher view if the collaborative work is to be assessed. 28

29 PLANNING FIVE / LEARNING RESOURCES Supplementary learning materials such as reading lists, journal articles and websites Do you want to provide students with resources which enable them to read, view, listen and/or interact with unit topics? Consider: Requesting a previous delivery of the unit via MyLO manager in order to have a good look at what resources exist and to identify which existing resources need updating. Use the Import/Export Components tool in order to move resources from an existing unit to your new unit. Creating a unit reading list with the library. The reading list will contain direct links to ebooks, ereadings (articles, book chapters) and exam papers and is accessible to students via a link contained on the main page of award MyLO units. Are there resources you would like to use which are externally hosted? Consider: Using the Add Links tool in order for the external site to be viewable in the content area of MyLO. Exploring whether the resource can be downloaded from its source and modified under a creative commons license. Embedding streaming media (e.g. youtube videos) using Insert Stuff when working with the text editor. The text editor appears in most tools in MyLO enabling you to display streaming media for a range of purposes such as being a part of questions in a quiz, accessible in a document in content and as a trigger for a discussion topic. 29

30 PLANNING FIVE / LEARNING RESOURCES Supplementary learning materials such as reading lists, journal articles and websites Are there activities/tasks where the work produced by students could later act as learning resources? Some common examples: Collective exam presentation materials - students each produce a presentation outlining the main concepts within one topic. Each presentation is uploaded to a Dropbox to be moderated by the teacher before being shared with the student group via a discussion topic. Exemplar assessment examples - seek to gain student permission in order for you to de-identify their work and provide it to future student cohorts via a topic in Content. Collective research links - use a social bookmarking service (e.g. Delicious.com) and encourage students to all tag their bookmarks relevant to the unit with a unique word. Embed an RSS reader widget in your MyLO unit content which will automatically provide a real time collated collection of links sourced by the entire student group. 30

31 PLANNING SIX / INFORMAL ASSESSMENT Tasks a student undertakes prior to commencing the unit or those designed to provide feedback to students on their understanding of a concept where there is no formal grade Do you intend on providing students with tasks which help them gauge their understanding of concepts already covered in the unit? If so you may want to consider: Who will provide the feedback (for e.g. teacher/student/ industry professional). Whether the formative feedback could be incorporated into a formal assessment task acting as a milestone. Will there be any informal assessment featuring a series of basic questions? Consider: Constructing quizzes using the True/False, Multiple Choice, Matching and Ordering question types as they can provide students with instant feedback and scoring. You can incorporate links to relevant unit learning materials and activities within the feedback. Using Conditional Release in order to provide students with selected learning materials based upon the level of their performance after they complete a practice quiz. 31

32 PLANNING SIX / INFORMAL ASSESSMENT Tasks a student undertakes prior to commencing the unit or those designed to provide feedback to students on their understanding of a concept where there is no formal grade Will there be any informal assessment where students need to respond to a scenario? Consider: Presenting the scenario as a video embedded in the first post of a discussion topic. The topic can be set so that students don t see each others responses until they have posted theirs. Students can then solicit feedback from their peers and teaching staff. Setting up a Dropbox for students to submit a document outlining their response to the scenario. Presenting the scenario in a survey using a long answer question. You can pre-generate feedback which points students to further information. Student responses across the class can be collated in order to assist you in providing group feedback. Will there be informal assessment requiring students to demonstrate understanding of a process? Consider: Setting up a Dropbox for students to submit a flow chart/sketch outlining their understanding. Using matching question and/or ordered question types in a Quiz. Students will be able to receive instant feedback when using these question types. 32

33 PLANNING SIX / INFORMAL ASSESSMENT Tasks a student undertakes prior to commencing the unit or those designed to provide feedback to students on their understanding of a concept where there is no formal grade In order to provide the student with feedback is there a tangible outcome that the student will have in their possession after undertaking the process? If so, consider: Setting up a Dropbox where students can submit a file (e.g. annotated photo) documenting the outcome of undertaking the process or the actual outcome itself (e.g. working file). If not, consider: Asking students to create a reflection in their e-portfolio and share this with teaching staff and/or their colleagues. Setting up a discussion topic where students can share attached Powerpoint presentations with their peers and teaching staff for feedback. Would you like to access student performance in formative tasks in order to help inform future teaching and/or design of formal assessments? Consider: Using the Reports function in Quizzes and Surveys to view data such as what answers students provided for each attempt and how many students chose each possible answer per question. Using the View Reports function in content in order to see who, when and how many times students have accessed topics designed to support the task. 33

34 PLANNING SEVEN / FORMAL ASSESSMENT Tasks that a student is required to complete in order to receive a grade which contributes to their final grade What are the formal assessment tasks in the unit? There may be assessment tasks students can undertake and/or submit using MyLO? The MYLO Assessment Smorgasbord provides an overview of how various assessment tools can be used in different stages of the assessment process. The Deakin D2L Tool Guide for Teachers provides an overview of how tools such as the Dropbox, Quizzes and Discussions can be used in an assessment context. Are any of the tasks intended to assess students based on what has been physically produced? Consider: Setting up a Dropbox for students to submit a digital copy of the work and or photos / video documenting their creation. Using a WIKI (e.g. Confluence) for students to collaboratively construct a dynamic document. 34

35 PLANNING SEVEN / FORMAL ASSESSMENT Tasks that a student is required to complete in order to receive a grade which contributes to their final grade Are any of the tasks intended to assess students based on the process a student has undertaken? Consider: Getting students to produce a journal using their e-portfolio. They can submit the journal to a Dropbox in your unit. Setting up a discussion topic where each student posts a new message detailing each stage. This enables students to provide informal feedback on their peers work. Setting up a Dropbox for students to submit a presentation which provides a description of the process they have undertaken. Asking the students to deliver/record a presentation using Online Rooms (Collaborate). Are any of the tasks intended to assess students based on your observation of their performance in a simulated/real life setting? Consider: Designing a rubric and attaching it to a grade item, where you can evaluate the students performance and provide feedback during or directly after the simulation. If the student is not undertaking the assessment in the same setting as the teacher, you may consider: Encouraging students to use a point of view camera/webcam to record/stream their activity for viewing by the teacher and/or entire group. Using Online Rooms (Collaborate) in order to observe/record an audio only simulation. Using external tools such as Second Life or digital simulation tools which are vocation specific. 35

36 PLANNING SEVEN / FORMAL ASSESSMENT Tasks that a student is required to complete in order to receive a grade which contributes to their final grade Are any of the tasks intended to assess students based on their contribution within a group interaction? Group interactions may entail role plays, debates, planning discussions, reviews and formal responses. Consider: Establishing a discussion forum with topics where student groups can interact exclusively via text messages and attach documents and weblinks. Using a WIKI (e.g. Confluence UTAS Supported) where students can interact via comments whilst collaboratively constructing a planning document. Using an online office suite (e.g. Google Docs) where students interactions are logged whilst they collaboratively construct a document, presentation, spreadsheet and or diagram. Drawing upon statistical data that is accessible via the Attendance, Discussions and View Progress tools to help inform evaluation. For each of the considerations above you could design and attach a rubric to grade item. Are any of the tasks intended to assess students based on their individual responses to a series of questions? Consider: Creating a quiz. Question types such as true/false, multiple choice, matching and ordering can enable students to receive instant feedback. Creating a template (e.g. word doc) by which students can complete and upload to a Dropbox. 36

37 PLANNING SEVEN / FORMAL ASSESSMENT Tasks that a student is required to complete in order to receive a grade which contributes to their final grade Are any of the tasks intended to assess students based on their reflection on a process, outcome or experience? Consider: Encouraging students to maintain a reflection in their e-portfolio and submit this to a Dropbox. Setting up a discussion topic where students can post a reflection for the purpose of receiving peer and teacher feedback. Setting up a Dropbox where students can submit a document/presentation. Getting students to record/present a reflection using online rooms (Collaborate). Do you want to communicate how assessment tasks are aligned to intended learning outcomes? If so, you may want to consider: Using the Competencies Tool - Students can click on an Intended Learning Outcomes (ILO) and view the aligned assessment items and related activities. Note: ILOs are defined in the Competencies tool as Independent Learning Objectives. Creating an assessment overview document in Content that graphically represents the alignment. You can create links to each assessment task within this document. 37

38 PLANNING SEVEN / FORMAL ASSESSMENT Tasks that a student is required to complete in order to receive a grade which contributes to their final grade How do you communicate the requirements of assessment tasks to your students? You may want to consider: Providing this information in the description section of an assessment task (e.g. Dropbox). Attaching documents to the task instructions of a Dropbox. Uploading/providing links to exemplar pieces of assessment in: a) the content area or b) as an attachment in the assignment instructions of a Dropbox. Conducting a question and answer session using Online Rooms (Collaborate). How do you communicate assessment criteria to students? You may want to consider: Creating a rubric in MyLO and linking it to your assessment tasks (e.g. Quizzes, Dropbox). Attaching a rubric created in MS Word to the Dropbox for students to read prior to assignment submission. 38

39 PLANNING EIGHT / ASSESSMENT FEEDBACK Feedback a student will receive from teaching staff (and possibly peers) in response to their participation in informal and formal assessment tasks Are there any instances where you provide feedback where students receive a score and a general comment? Consider: Using Grades to create a grade item where you enter a score and comments. This is particularly suited for assessment tasks where the students have submitted using a process independent of MyLO. Using the evaluate submission section of the Dropbox to enter a score and overall comments. Setting a Discussion topic to be assessable and providing feedback using the assess topic function. Students can access this feedback via Grades. Do you ever provide in text comments on a document that a student has written? Consider: Enabling Turnitin on a Dropbox. You will then be able to use Grademark in order to add inline comments to a document a student has submitted. Note: Grademark is an assessment and feedback add-on for the Dropbox produced by Turnitin. Downloading all the submissions in a Dropbox in order to add comments using software installed on your local computer (e.g. MS Word). 39

40 PLANNING EIGHT / ASSESSMENT FEEDBACK Feedback a student will receive from teaching staff (and possibly peers) in response to their participation in informal and formal assessment tasks Do you ever provide feedback to students using criterion referencing (rubric)? Consider: Using the rubric tool in order to give students feedback which outlines their level of achievement for each criterion. It can be set to calculate a score or provide only text based feedback. Attaching a word document rubric using the add a file function in the evaluate assessment section of a Dropbox. Using the rubric tool in Grademark if you are already using it to provide inline comments and/or are considering a blind marking style approach. Would you like to pre-generate feedback that enables students to get instant feedback and/or to enable greater efficiency undertaking the feedback process? Consider: Using quizzes where you would like to pre-generate feedback for each question response. Using surveys when you would like students to enter what they currently know or think in response to a question, but provide feedback general to the question that enables the student to deepen their understanding. Are there any instances where you may want to provide feedback which is verbal as opposed to being written? Consider: Conducting a scheduled conversation with individual students using Online Rooms (Collaborate). Using the record audio option when providing feedback using the Dropbox. 40

41 PLANNING EIGHT / ASSESSMENT FEEDBACK Feedback a student will receive from teaching staff (and possibly peers) in response to their participation in informal and formal assessment tasks Are there times when you provide non-personalised feedback which is intended to assist the wider student group? Consider: Setting up a discussion topic where you can provide an overview of the general themes while students can respond to the topic with further questions. Conducting a feedback session using Online Rooms (Collaborate) where you can provide the feedback, answer questions and provide an overview of any relevant resources. Do you mark students work in conjunction with a teaching colleague? If so, you may want to consider using GradeMark to: Add inline comments to students work Build a library of comments that can be shared with your colleagues. View and add to the feedback already provided by a colleague to a students work. You may also consider: Creating groups in order for each lecturer to easily access only the students work they are responsible for assessing. Withhold publishing feedback in the Dropbox until the entire student group has been assessed and moderation has occurred. 41

42 PLANNING EIGHT / ASSESSMENT FEEDBACK Feedback a student will receive from teaching staff (and possibly peers) in response to their participation in informal and formal assessment tasks Do you maintain a raw score (for e.g. 76/100) for assessment results which is different to the form in which students ultimately receive their grade (for e.g. DN)? If so, you may want to consider: Using Grades to enter a numeric score that sits in a grade item set to display to students using the UTAS Grades grading scheme. 42

43 PLANNING NINE / UNIT ADMINISTRATION Managing non-teaching elements of unit delivery such as enrolment, attendance, final grade calculation, student groups, and distribution of logistical information Do you intend on collecting an attendance register in order to record who is attending sessions included as part of the unit delivery? Consider: Using the Attendance tool to record and collate student attendance at on campus sessions and/or scheduled online sessions such as those conducted in Online Rooms (Collaborate). It can be used to provide an alert for instances when students have not attended the minimum number of sessions. Using a checklist in order for students to self-disclose that they have engaged with particular aspects of a unit. Content can be set to be conditionally released to students on the basis that they complete a checklist. Does the unit have multiple cohorts of students where the information each receives will vary? Consider using the Groups tool to: Create instantly populated groups of students based upon their location and enrolment type. Create a sign-up sheet for students to self-nominate into groups (e.g. tutorial sign up, presentation schedule). Manually enroll students into groups where you want specific group configurations and members. Also consider: Using conditional release or group restriction in order for students to only access unit modules, materials, activities and assessments relevant to their group membership. 43

44 PLANNING NINE / UNIT ADMINISTRATION Managing non-teaching elements of unit delivery such as enrolment, attendance, final grade calculation, student groups, and distribution of logistical information Do you want to access statistical information in order to provide you with a snapshot of how an individual student or the class, have engaged with the unit? Consider: Using the last accessed column in the Classlist to sort students by when they last accessed the unit. You can then those students who have not accessed the unit in a designated period. Using View Progress in order to look at statistics for individual students in tools such as Grades, Dropbox, Content, Quizzes and Discussions. Using View Reports in Content in order to see who, when and how many times students have accessed materials located in Content. Do you want to provide students with links to school based resources which are not necessarily a core component of your unit, but are things students will inadvertently look for whilst studying the unit? Consider: Adding links using the Links tool, in order for these links to display on the front page of the unit below a section that includes general UTAS links such as timetables and the library. Adding a module in Content and add links to the various URLs. 44

45 PLANNING NINE / UNIT ADMINISTRATION Managing non-teaching elements of unit delivery such as enrolment, attendance, final grade calculation, student groups, and distribution of logistical information Are there any instances where you need students to acknowledge that they have read a set piece of writing in order to satisfy a procedural requirement? Consider creating checklists that students need to complete before content is released, for example: As a substitute for an assignment coversheet. A code of conduct students must agree to before being able to access the unit or participate in a specific activity. 45

46 PLANNING TEN / UNIT EVALUATION Soliciting feedback from students personally and through the use of diagnostic tools Would you like to illicit feedback from students throughout the teaching period? Consider: Encouraging students to use the feedback option associated with individual items of content. Students can select to provide this feedback anonymously. Using the survey tool to garner anonymous feedback from students post-engaging with a resource, activity or assessment. For example, a link to a one question survey can be placed at the bottom of a module. Creating a discussion topic for students to provide feedback/suggestions that the remainder of the class or a sub group can view. Creating a Dropbox where students can provide feedback that is accessible by only teaching staff and the student who has submitted the feedback. Are there aspects of your teaching online where you would like to receive peer feedback? Consider: Using MyLO Manager in order to add a teaching colleague to the MyLO unit as an auditor. Recording lectures using MyMedia (Echo 360) and sending a colleague the url/link for each of the lectures you would like feedback on. Using Online Rooms (Collaborate) to conduct interactive seminars, workshops, lectures and/or feedback sessions with individuals/groups. These sessions can be recorded or viewed live by a colleague. 46

47 PLANNING TEN / UNIT EVALUATION Soliciting feedback from students personally and through the use of diagnostic tools Do you envisage using statistics related to student use of MyLO in order to self-evaluate your unit? Consider using the View User Progress tool to view a statistical snapshot of student activity in areas such as: Content - frequency and location of student engagement with unit content. Login History - the number of student logins to the unit over the past 30 days. Grades - a summary of student grades. Dropbox - a summary of submission levels to each of the Dropboxes and a graph displaying average scores. Discussions - frequency of reads, posts, and responses to topics. 47

48 TIMELINE 48

49 TIMELINE ONE / WHY CONSIDER DEVELOPING A SCHEDULE A flexible delivery schedule is often a result of a teacher re-examining the way in which their face to face teaching elements will be delivered. It can provide opportunity for: Teachers to change the way they manage their workload Students to undertake a unit where there is a clear interdependency between online and face to face elements TWO / THE UNIT SEQUENCE TEMPLATE The unit sequence planner is a template which enables you to visually represent the sequence of your unit design. It is particularly useful when designing units that feature: Block (longer than usual) face to face sessions Intensive series of face to face sessions Field / workplace based instruction/practice Flipped teaching (instruction is provided prior to face to face sessions) THREE / AN EXAMPLE Explore a complete example of the Unit Sequence template. FOUR / DEVELOPING YOUR OWN UNIT SCHEDULE A basic series of questions, which can be used as a starting point for designing a unit delivery schedule. 49

50 TIMELINE ONE / WHY CONSIDER DEVELOPING A SCHEDULE This section explores how you could sequence your unit in order to utilise the strengths of both online and face to face elements. Some common variants to teaching the unit in a conventional week by week schedule include: Instruction and learning materials are provided online whereby face to face sessions provide a forum for students to undertake supervised work and engage in discussion with their peers and teaching staff. Conducting a small number of longer than usual face to face sessions with periods in between each session for online study. Conducting an intensive series of consecutive face to face sessions designed to prepare students for the online component or vice versa. Field / workplace based instruction is conducted in conjunction with students use of an online environment to communicate with their peers and engage with support resources. 50

51 TIMELINE TWO / THE UNIT SEQUENCE TEMPLATE The unit sequence planner is a template which enables you to visually represent the sequence of your unit design. HOW IT WORKS Six elements of a unit design each have a row on a timeline which is intended to represent the duration of the unit. The unit elements are: 1. Intended Learning Outcomes 2. Core teaching Instruction 3. Learning Activities 4. Informal Assessment 5. Formal Assessment 6. Feedback A snapshot from a sample completed template 51

52 TIMELINE TWO / THE UNIT SEQUENCE TEMPLATE USING THE TEMPLATE The template can be completed manually by hand or digitally By hand: Complete the template with a pen/pencil. MS Word: Edit the template via entering text and moving, resizing and re-colouring text boxes. STEPS TO USE 1. Place/draw a box on the timeline for each new instance of a unit element. 2. Set its duration by selecting how wide the box is (e.g. how many weeks). 3. Write a brief description of the element. 4. State the location by either: a. Selecting a background (MS Word). b. Writing it (by hand). 5. Repeat this process for each subsequent unit element. AVAILABLE TEMPLATES Print - complete using a pen/pencil. Editable - MS Word file for editing. 52

53 TIMELINE TWO / THE UNIT SEQUENCE TEMPLATE The Duration - Each column represents a period of the unit (e.g. weeks / days / topics) Learning Outcomes - ILOs can be represented on the timeline and aligned to their corresponding unit elements Unit Elements - Each element (e.g. activity, assessment task) can be represented via its position and width on the timeline Teaching Elements - Each element has its own row on the template Location - The background of each element instance can be used to represent the location in which students will access it (e.g. online, workplace, classroom) 53

54 THE UNIT SEQUENCE TEMPLATE - EDITABLE UNIT CODE / UNIT TITLE Study Period: ######### Unit Designer: ######### Pre Study Week 1 Week 2 Week 3 Week 4 Week 5 Week 6 Week 7 Week 8 Week 9 Week 10 Week 11 Week 12 Study Period Exam Period Intended Learning Outcome 1 Intended Learning Outcome 2 Intended Learning Outcome 3 Intended Learning Outcome 4 Intended Learning Outcome 5 Core teaching instruction Title Duration Title Duration Learning Activities Title Duration Title Duration Informal Assessment Title Duration Formal Assessment Title Duration Feedback Title Duration Title Duration Location 1 Location 2 Location 3 Location 4 Location 5 54

55 THE UNIT SEQUENCE TEMPLATE - PRINT UNIT CODE: UNIT TITLE: Study Period: Unit Designer: Pre Study Week 1 Week 2 Week 3 Week 4 Week 5 Week 6 Week 7 Week 8 Week 9 Week 10 Week 11 Week 12 Study Period Exam Period Intended Learning Outcomes Core teaching instruction Learning Activities Informal Assessment Formal Assessment Feedback 55

56 TIMELINE THREEE / AN EXAMPLE This sample unit incorporates a flexible delivery schedule centered on three distinct periods. A snapshot from a sample completed template ELEMENTS The online teaching elements used in this sample unit design include: Core Teaching An online rooms (Collaborate) lecture is used to introduce concepts in the second period. An annotated video provides lock stepped instruction of the task students need to undertake in the their third assessment task. Informal Assessment Students complete a diagnostic quiz using the quizzes tool prior to commencing the unit. 56

57 TIMELINE Formal Assessment THREE / AN EXAMPLE Students submit all three formal assessment tasks using the Dropbox. The teacher uses the inbuilt rubric tool as an instrument for assessing individual pieces of assessment. Assessment Feedback Students receive written feedback via the Dropbox for each of the three formal assessment tasks. In addition, students engage in a mix of group and individual online rooms sessions regarding formative and summative feedback. Communication students Students can initiate individual communication with the teacher via and pre-arranged online room sessions. Students can initiate conversation with the wider group via a series of discussion topics. Communication staff The teacher can initiate conversation with individuals via and/or pre-arranged online rooms sessions. The teacher can communicate with the wider group via news items and discussion topics set up for general discussion and for each of the assessment tasks. 57

58 THE UNIT SEQUENCE TEMPLATE AN EXAMPLE 58

59 TIMETABLE FOUR / DEVELOPING YOUR OWN UNIT SCHEDULE DEVELOPING YOUR OWN SCHEDULE One way to approach this task is as follows: 1. Identify the critical experiences you want to provide students with in a teacher supervised face to face environment. 2. Identify the supporting resources, activities and/or instruction for each of these critical face to face experiences. 3. Construct a sequence of these critical experiences and the supporting activities and/or instruction. 4. Determine how far apart each face to face session needs to be so that students can prepare for each of the sessions and engage with online elements of the unit. 59

60 BUILDING 60

61 BUILDING This section outlines how to construct a skeleton for your unit design. ONE / STRUCTURE METHOD There are three common methods of organising content and activities in a new MyLO unit. 1. Topic Content and activities are organised by week or by module. 2. Resource type Content is organised into modules by type (e.g. Lecture Recordings, Assessment Tasks etc) 3. Group Content is organised by student group. TWO / BUILDING A UNIT SKELETON The Unit Builder is a drag and drop tool that enables you to plan and subsequently build your unit. It is ideally suited for planning the structure (skeleton) of your unit when you have not yet finished producing the unit resources and activities. Adding modules Modules are headings which provide structure to your unit. They act like folders. Adding placeholders Placeholders are objects which you can use to map out intended learning resources and activities. Review unit elements checklist You may want to update your unit elements checklist to reflect your current unit skeleton. 61

62 BUILDING ONE / STRUCTURE METHOD This section contains a description of three common ways to structure your unit LEARNING TOPIC Content and activities are organised by week or by module. Why Enables students to access learning resources, activities and assessment tasks based upon where the item is located in the delivery of concepts in the unit. Considerations How far in advance will you release a topic of content? You can release modules by: date manually via the 'Draft' / 'Published' property conditional release (e.g. after visiting an item) RESOURCE TYPE Content is organised into modules by resource type. For e.g. lectures, readings, assessment tasks etc. Why It is common in MyLO units that are designed to support face to face classes. The idea is that students access content on a needs basis, based upon their engagement with on campus component of the unit. Considerations It can be hard for students to locate resources that have been recently added. A news item with quicklinks to the new resources is an effective way of getting the message to students. 62

63 BUILDING ONE / STRUCTURE METHOD GROUP Content is organised by student group. Why This structure is ideal for units in which group work is predominant, for example, units structured around problem-based learning tasks. You can apply group restrictions to each module so that students will be only able to see modules relevant to them. Considerations How will you deliver important information that is relevant to the whole class? News Items and Calendar Items are two methods which may be appropriate for this purpose? 63

64 BUILDING TWO / BUILDING A UNIT SKELETON An annotated overview of the Unit Builder STEP 1: ADD CONTENT You can start to create your unit by dragging placeholders, new objects or files from manage STEP 2: ARRANGE CONTENT The canvas displays the unit structure which students will eventually access from the content area of MyLO. STEP 3: LINK OBJECTS AND ACTIVITIES TO PLACEHOLDERS Select a placeholder and add content. Link a file and change name Drag Placeholders Drag placeholders onto the canvas with the intention of adding the content later. Link content with a placeholder or make changes to the placeholder name Placeholders are like sticky notes enabling you to plan a unit design prior to creating content Drag new items into modules Add Content Create new objects by dragging the object onto the canvas Drag and drop content onto a module to place the content within the intended module Rearrange the modules and placeholders Browse Tools Add existing objects by dragging the object onto the canvas Re-arrange content by dragging the content from its current position to the intended position 64

65 BUILDING TWO / BUILDING A UNIT SKELETON Adding Modules using the Unit Builder This resource outlines how a module can be added using the unit builder. The Unit Builder has drag and drop functionality which enables you to quickly add modules and placeholders which will act as a unit skeleton. From your Unit Homepage: Click Edit Unit on the nav bar Click Unit Builder Select the Create a new module icon Drag it towards the canvas 65

66 BUILDING TWO / BUILDING A UNIT SKELETON Adding Modules using the Unit Builder Release (drop) the module on the unit title located on the canvas A new window will appear Enter a name for the module Type a description of what will be in the module. These become instructions to refer to at a later stage. Click Create Your new module will appear on the canvas. Please note: A blue box will briefly appear in the bottom right hand corner of the screen to indicate that the changes have been saved 66

67 BUILDING TWO / BUILDING A UNIT SKELETON Adding Placeholders using the Unit Builder This resource outlines how to create placeholders using the unit builder. Placeholders enable you to outline the location of each of the resources within your unit structure. They are particularly useful when you have not created all the respective resources, but know where you would like the resource located in the unit structure. From your Unit Homepage: Click Edit Unit on the nav bar Click Unit Builder Select the Create a new file placeholder icon Drag it towards the canvas Release (drop) the placeholder in the module you wish to add it to 67

68 BUILDING TWO / BUILDING A UNIT SKELETON Adding Placeholders using the Unit Builder A new window will appear Enter a name for the placeholder Type a description of what the file will be. These become instructions to refer to at a later stage. Click Create Your new placeholder will appear on the canvas. Please note: A blue box will briefly appear in the bottom right hand corner of the screen to indicate that the changes have been saved 68

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