Digital Core: Blended Weekly Template

Digital Core: Blended Weekly Template What is the Digital Core? The Faculty of Law and Business Digital Core describes a common design and structure in blended and online units. What is the purpose of the Digital Core? The purpose of Digital Core is to: Provide a consistent look and feel, as well as user experience, across all LEO units Embed good practice design principles Make transparent to students and academic teaching staff what s expected. What are the Digital Core Elements in Blended Units (Weekly Pattern)? Unit Level Start Here section (i.e. tile) Assessment section (i.e. tile) Week X section (i.e. tile) (Note: There is a Week X section for each week in the study period) Section Level Each Unit Level section (i.e. Start Here, Assessment and Week X) has particular elements. Most elements are required and a small number are optional. The elements in each section are described below. The black text is what students will see in the LEO unit. Text in square brackets [ ] indicates: Text must be inserted, and/or The LEO tool used (e.g. Label, Forum), and/or The style that should be applied in the text editor (e.g. Heading 2, Paragraph) Instructions under each heading can be customised to suit the context of the unit. Any optional element not included should be deleted. The comprehensive Notes for Lecturers in red text under each element describe: Whether the element is required or optional The purpose of the element for the element Tools that can be used to create the element FLB_DigitalCore_BlendedWeekly_20170926 Page 1 of 13

START HERE [Tile/Section name] Welcome to [ABCD123] 201X Semester X [Section summary Heading 1] Get Started [Label Heading 2] Watch the Welcome Video [Label Heading 3] This Welcome Video gives you a brief overview of this unit. [Label paragraph] Note to Lecturers: Welcome Video (required) Provide a general welcome to and overview of the unit as a whole. Give tips on how to approach the unit, tips for success 1-3 minute video stored in Kaltura and linked to the LEO unit NLIC (or lead Lecturer) to make the video Potential tools Pop-up Studio equipment, Kaltura Webcam Recording, Echo360 Personal Capture, smartphone, tablet, computer webcam, Adobe Premier Pro, imovie, IMovie Trailer, Windows Movie Maker, Echo360 Personal Capture If there is a Note to Lecturers label, HIDE or DELETE it after adding the Welcome Video to the LEO unit Get familiar with the Intended Learning Outcomes [Label Heading 3] Why are you studying this unit? This unit has been designed so that by the end of the study period you should be able to achieve the following unit Intended Learning Outcomes: [Insert unit ILOs] [Label paragraph] Note for Lecturers: Unit ILOs (required) Make the ILOs easily and clearly visible to the student in the LEO unit Add the unit ILOs from the Extended Unit Outline to this section. Page 2 of 13

Read the Unit Outline [Label Heading 3] The Unit Outline contains important information about studying this unit. [Label paragraph] Note for Lecturers: Unit Outline (required) Requirement NLIC to add relevant and up-to-date EUO PDF to the LEO unit Name file using the convention - ABCD123 Unit Outline Tool LEO File If there is a Note to Lecturers label, HIDE or DELETE it after adding the Unit Outline to the LEO unit Meet your [Lecturer][Teaching Team] [Label Heading 3] Get to know a little about your [Lecturer] [Teaching Team]. [Label paragraph] Note for Lecturers: Meet your Lecturer/Teaching Team (required) Provide a brief introduction to the Lecturer/s who will be teaching this unit. For each Lecturer teaching the unit: insert a photo Insert a brief description written in the first person (e.g. academic background related to this unit, interest and experience in this field) Potential Tools LEO Content/Equella Page resource (so the page can be updated in one central place and updates automatically appear in all units the Page resource links to), LEO Label If there is a Note to Lecturers label, HIDE or DELETE it after adding Meet your Teaching Team to the LEO unit Communicate and Keep Up-to-date [Label Heading 2] Read about the important role of online communication and collaboration in this unit. Check the Announcements and Discussion Forum regularly. This is where your Lecturer makes important announcements related to this unit. [Label paragraph] Communicating Online [Content create using Content Package] Announcements and Discussion Forum [Forum] Page 3 of 13

Assessment [Tile/Section name] Assessment [Section summary Heading 1] Submit assessment tasks for grading in this section. You can also find support resources related to specific assessment tasks, such as rubrics or marking guides. Carefully read assessment information and instructions in the Unit Outline. Due dates and times are indicated in each LEO activity. Due times are set at Australian Eastern Standard Time (AEST) or Australian Eastern Daylight Savings Time (AEDT). If you are in a different time zone, you have to convert the time to your time zone. [Section summary - Paragraph] Note to Lecturers What Activities/Tasks Should be Included in the Assessment Section? There should be a LEO activity for all assessable tasks in this section, regardless of whether they are completed online or offline. There are three potential scenarios. Scenario 1: Submission by students as well as the grading and feedback by the Lecturer happen via the same LEO activity 'Turnitin Assignment' activities 'Assignment' activities Assessable 'Quiz' activities. These LEO activities are designed to be assessable. For this reason they have in-built features that allow you to grade and give feedback within the same activity. They are also automatically linked to the LEO Gradebook. Examples The student submits an essay via the Turnitin Assignment activity. This is marked via the Turnitin Assignment activity by the Lecturer. The Lecturer gives feedback via the embedded online rubric and/or online text comments and/or audio comments. The student accesses their grade and feedback via the Turnitin Assignment activity The student does a timed online test via the Quiz activity. This is automarked (MCQ question type) or manually marked (essay question type) by the Lecturer via the Quiz activity. If it is manually marked the Lecturer can also give online text comments. The student accesses their grades and feedback (depending on settings) via the Quiz activity. Scenario 2: Students do an assessment task in one LEO activity but the Lecturer gives marks and feedback via the LEO Assignment activity created solely for the purpose of giving grades and feedback to the student Assessable Discussion Forum activity posts where you the Lecturer reads and assesses entries directly in the forum rather than requiring students to choose and submit specific posts for grading Assessable Database activity entries Assessable Glossary activity entries Page 4 of 13

LEO activities such as 'Discussion Forum', 'Database', 'Glossary' and 'Wiki' are not assumed to always be assessable. They don't have in-built features that allow you to grade and give feedback via the activity itself. Therefore Lecturers need to create a LEO activity (e.g. 'Assignment' activity) solely for the purpose of giving grades and feedback to students and so that the student can see their grades in the LEO Gradebook. Examples The student makes an assessable entry in a Database or Glossary activity. The Lecturer reviews the student's Database or Glossary entry in the Database or Glossary activity but gives the grade and feedback via an Assignment activity created solely for this purpose. The student accesses their grade and feedback via the Assignment activity. Scenario 3: Students do an assessment task offline but the Lecturer gives marks and feedback via the LEO Assignment activity created solely for this purpose. The student accesses their grade and feedback for the offline activity via the LEO Assignment activity online. Examples A student does an assessable debate, discussion or presentation in a face-to-face tutorial. The Lecturer gives the grade and feedback via a LEO Assignment activity created solely for this purpose. The student accesses their grade and feedback via the Assignment activity. What Information Should be Included with Each Assessable Task? For each assessable task students must have the following information: 1. Assessment number and title 2. Weighting 3. 4. Unit ILO/s the task is assessing (written out - not just ILO1 etc.) 5. Instructions and description of task 6. Due date and time How can you Keep Track of Attendance in Tutorials or Workshops? LEO 'Grades' (aka Gradebook) has been set up so that you can easily record attendance in Tutorials and Workshops. There is a Weekly Attendance category in the Non-assessable items category with a Grade Item for each week. The grading scale is Did not attend, Partially attended, Fully attended. If there is a Note to Lecturers label, HIDE or DELETE it after adding the Assessment activities to the LEO unit. Page 5 of 13

Week X [Tile/Section name] [Insert Week X title] [Section summary Heading 1] Overview [Label Heading 2] [Insert test to describe purpose of Week X] [Label - Paragraph] Notes to Lecturers: Overview (required in each Week X section) Give students a brief overview of the purpose of the concepts and activities in this week and engage their interest To let students know, for example: how this week builds on the previous week/s what the big ideas and issues are what they can do to get the most out of the week Create using text, graphics and/or video The Overview can be created by anyone in the discipline team Potential Tools LEO Label Smartphone, tablet, computer webcam, Adobe Premier Pro, imovie, IMovie Trailer, Windows Movie Maker Kaltura Webcam Recording, Echo360 Personal Capture, Adobe Presenter Video Express Canva, Piktochart If there is a Note to Lecturers label, HIDE or DELETE it after adding the Overview to the LEO unit Why Are We Doing This? [Label Heading 2] The concepts and activities in the this week are designed to help you successfully complete [Assessment Task X]. By completing the activities in this week, you should be able to: [insert weekly ILO/s] These Weekly Learning Outcomes will help you achieve the following Unit Learning Outcome: [insert unit ILO] [Label Paragraph] Page 6 of 13

Notes to Lecturers: Why Are We Doing This? (required in each Week X section) Give students a clear idea of what is expected for the week and why Provide an explicit link between this week's concepts and activities and assessment and unit ILOs. Intro that specifically states what assessment task the week links to, the weekly ILOs and the relevant unit ILO. It can be created by anyone in the discipline team Tools LEO Label If there is a Note to Lecturers label, HIDE or DELETE it after completing Why are we doing this. Essential Question [Label Heading 2] [Insert essential question that underpins the week] [Label Paragraph] Note to Lecturers: Essential Question (required in each Week X section) Provide students with a question that is central to the resources and activities for the week Encourage inquiry into the discipline Help students make sense of the week's resources and activities. Provide one essential question that underpins the week's resources and activities. This question should be reasonably complex and challenging - as a guide at Bloom's 'applying' level at a minimum. It can be created by anyone in the discipline team Tools LEO Label If there is a Note to Lecturers label, HIDE or DELETE it after adding the Essential Question to the LEO unit. Page 7 of 13

Concepts [Label Heading 2] Watch the lecture videos and read the resources in this section to understand the key concepts for this week. [Label Paragraph] Note to Lecturers: Concepts (required in each Week X section) Present, demonstrate or model the key concepts for the week (i.e. where you present the content). In blended units Concepts are presented face-to-face and online: Face-to-face via: - Live Lectures - mini presentations/explanations in the Concepts section via Online Resources: - Lecturer-created LEO Talks (i.e. short and focused online video presentations and/or screen recordings created by ACU academics. In general ACU academics feature in the LEO Talks but they may also include interviews of external content experts or industry practitioners done by ACU academics. They may be used to explain a particular concept, elaborate on an issue, provide an example or case study and should tightly link to activities in tutorials/workshops/seminars or online activities.) - Lecturer-created Multimedia Packages (i.e. contextualised package of resources created by ACU academics using LEO resources such as the Book, Lesson or Page. They include text written by ACU academics in addition to embedded links to good quality and relevant multimedia such as YouTube videos, graphics and websites, as well as relevant LEO Talks. They may be used to explain a particular concept, elaborate on an issue, provide an example or case study and should tightly link to activities in tutorials/workshops/seminars or online activities.) - Lecturer-created Document Resources (i.e. resources created by ACU academics using common file formats such as Word, PDF and Excel. They include text written by ACU academics in addition to graphics and links to websites by good quality relevant experts. They may be used to explain a particular concept, elaborate on an issue, provide an example or case study and should tightly link to activities in tutorials/workshops/seminars or online activities.) - Lecturer-curated Resource Lists (i.e. Resource Lists are curated by ACU academics and include links to resources created by good quality relevant experts. They include links to scholarly readings, book chapters, web resources) Blended Units: Three General Patterns in FLB PFBS Workshop Pattern (combined face-to-face Live Lecture and workshop activities with both components auto recorded via Echo360 Lecture Capture) Duration: 2-hour or 3-hour block (whole block scheduled as a Recorded Workshop and auto recorded) Concepts: Online resources + face-to-face Live Lecture and mini presentations/explanations within the Workshop PLUS Activities: Online activities + face-to-face workshop activities within the Workshop IN SUMMARY: The concepts presented via online resources and in the Live Lecture form the foundation of the application, problem-solving and collaborative activities conducted online and as face-to-face activities within the Workshop. Page 8 of 13

TMLS Seminar Pattern (combined face-to-face Live Lecture and workshop activities with the Live Lecture component only auto recorded via Echo360 Lecture Capture) Duration: 3-hour block (first hour scheduled as a Lecture and auto recorded) Concepts: Online resources + face-to-face Live Lecture and mini presentations/explanations in the workshop component of the Seminar PLUS Activities: Online activities + face-to-face workshop activities within the Seminar IN SUMMARY: The concepts presented via online resources and in the Live Lecture form the foundation of the application, problem-solving and collaborative activities conducted online and as face-to-face activities within the Seminar. Live Lecture and Workshop Pattern (separate Live Lecture and Workshop with Live Lecture only auto recorded via Echo360 Lecture Capture) Duration: 2-hour Live Lecture (scheduled as Lecture and auto recorded) + 2-hour Workshop (timetabled as a Workshop and not auto recorded) Concepts: Online resources + face-to-face Live Lecture + face-to-face mini presentations/explanations in the Workshop PLUS Activities: Online activities + face-to-face workshop activities in the Workshop IN SUMMARY: The Concepts presented via online resources and in the Live Lecture form the foundation of application, problem-solving and collaborative activities online and as face-to-face activities within the Workshop. for Online Resources 2-hour PFBS Workshop Pattern units are required to include at least one and a maximum of five, 5-10 minute LEO Talks. If there are less than five LEO Talks, additional Lecturer-created and Lecturercurated online resources must be added to an equivalent student effort of 1 hour of Live Lecture. All units are encouraged to add a variety of online resources (LEO Talks, Multimedia Packages, Document Resources and Resource Lists) to complement the concepts presented in Live Lectures. Clearly identify who is in or narrating each LEO Talk. Different people in the discipline team and/or guest experts can make LEO Talks. Organise/chunk each LEO Talk into logical themes so that students can easily review and find information. Within each LEO Talk, clearly signal new topics or themes. Add any online resources that that are regarded as core to this part of the Concepts section (i.e. resources that the students must view or read). Add online resources that are of value but optional to the Extra Resources section below Add activities to link to recordings and slides for Live Lectures to the Live Lecture section below. Potential Tools Pop-up Studio equipment, Echo360 Personal Capture, Kaltura Webcam Recording, Adobe Presenter Video Express, smart phone, tablet, Adobe Voice, imovie, Windows Movie Maker LEO Book resource, LEO Content Page/Content Package resources, ipad Book Creator LEO Label, LEO File, LEO URL If there is a Note to Lecturers label, HIDE or DELETE it after adding Concepts to the LEO unit Page 9 of 13

Live Lecture [Label Heading 3] View the lecture slides and live lecture recording in this section. [Label Paragraph] Note to Lecturers: Live Lecture (required for all units with a Live Lecture component scheduled to auto record via Echo360 e.g. PFBS Workshop units, TMLS Seminar units, Live Lecture + Workshop units) HIDE BUT NEVER DELETE THIS LABEL for Live Lecture Units as it has information for Teaching Lecturers The Live Lecture element is part of the Concepts section. The purpose of this element is to: Give students clear and quick access to Live Lecture slides for further study and review Give students clear and quick access to Live Lecture recordings for further study and review and in case they couldn t attend the Live Lecture. It is a university requirement that lectures are recorded and made available to students. PFBS Workshop units must make the recording of the 2-hour or 3-hour Workshop available to students in the LEO unit. The whole block (2 or 3 hours) is scheduled as a Recorded Workshop and will auto record via Echo360 Lecture Capture. Lecturers may choose to pause the recording during the Workshop or edit the recording after the Workshop (e.g. to cut out a student-centered interactive activity) but the presentation of key concepts must be made available to students in the LEO unit. TMLS Seminar units must make the recording of the Lecture component available to students in the LEO unit. The first hour is scheduled as Lecture and will auto record via Echo360 Lecture Capture. The Workshop component of the Seminar is scheduled as Workshop and will not auto record. However, Lecturers can choose to record all or some of the Workshop manually by setting up their computer for ad hoc Echo360 Lecture Capture. Live Lecture and Workshop units must make the Live Lecture recording available to students in the LEO unit. The Live Lecture is scheduled as Lecture and will auto record via Echo360. The Workshop is scheduled as Workshop and will not auto record. However, Lecturers can choose to record all or some of the Workshop manually by setting up their computer for ad hoc Echo360 Lecture Capture. NLIC and/or Teaching Lecturers connect recordings to the LEO unit Add at least one LEO External Tool (Echo360 Lecture Capture) activities to the LEO unit to connect to all Live Lecture recordings. If you add only one External Tool activity, add it to the Start Here section as the External Tool activity lists all recordings for the unit by all Lecturers. The Start Here section is good for resources and activities relevant to the unit as a whole. If you do this, add a note in this section to let students know where they can find the recordings. If possible add one External Tool (Echo360 Lecture Capture) activity to each weekly section and connect it to individual recordings. The External Tool activity lists all recordings for the unit by all Lecturers. This makes it difficult for students to find a specific Live Lecture especially in large core or first year units. NLIC and/or Teaching Lecturers check your Live Lecture recording in the LEO unit to make sure the correct lecture is connected to the LEO unit and there are no audio issues. Contact ServiceDesk if there are issues. Tools Echo360 Lecture Capture and LEO External Tool (ECHO360 Lecture Capture) activity Page 10 of 13

Extra Resources [Label Heading 3] These extra resources will help you get a deeper or more detailed understanding of a concept. Use them to: get additional information if you are having trouble understanding a concept learn more about an area of interest to you help you prepare for an assessment task. [Label Paragraph] Note to Lecturers: Extra Resources (optional) Extra Resources are part of the Concepts section. They aim to provide further resources for those who: need extra support want to explore more deeply and tools A variety of resources can be used (and they can be sourced, curated and contributed by anyone in the discipline team), for example: YouTube videos. Potential tools: LEO URL to view as a link only on homepage, embed into LEO Label or LEO Page) Formal readings (e.g. book chapters and research articles). Potential tools: LEO URL to add a link, LEO page to add a series of links to one page, linking to ACU library databases Website articles. Potential tools: LEO URL to view link on homepage, list link on LEO Page Blog posts. Potential tools: LEO URL to view link on homepage, list link on LEO Page If there is a Note to Lecturers label, HIDE or DELETE it after adding Extra Resources to the LEO unit Page 11 of 13

Activities [Label Heading 2] How well do you understand the concepts introduced in this section? Can you apply them? Can you explain them? The activities in this section will help you gauge your progress. [Label Paragraph] Note to Lecturers: Activities (required) You have presented the key concepts to students. They have watched, listened to or read about concepts but how well do they understand them? In this section they get to make sense of the concepts by applying them in some way. For example by: doing practice or problem-solving activities engaging in discussion and debate with others summarising and paraphrasing understandings creating content. and Tools There should be at least one activity in each section. Activities will depend on the ILOs and assessment strategy and will vary across the unit. Activities can be face-to-face, online or a combination of both. There are many activity types and many online tools to choose from. For example students can participate in: Discussion and debate activities. Potential online tool: LEO Forum Problem-solving and practice activities. Potential online tools: LEO Quiz, LEO Lesson Peer comment and review activities. Potential online tools: LEO Glossary - commenting on entries, LEO Database - commenting on entries, LEO Forum, LEO Wiki - contributing to and making a comment on entries. Summarising and paraphrasing understandings activities: Potential online tools: LEO Wiki, LEO Forum. LEO Assignment Image and text summaries/representation of concepts activities: Potential online tools: Canva (free web-based tool for text and graphics), Piktochart (free web-based tool for creating info graphics), ipad Pic Collage app (free app for creating image and text collages/posters) Concept mapping activities: Potential online tools: Mindmeister (web-based tool with a free option) Brainstorming activities: Potential online tools: LEO Wiki, Padlet virtual wall (free web-based tool) Content creation activities: Potential online tools: LEO Glossary (contributing entries), LEO Wiki (collaboratively authoring a document), creating video and audio files, creating ebooks and ibooks Research based activities: Potential online tools: LEO Database (contributing to resources to a Database activity that has required fields to be completed, such as a brief summary of the article or resource). Add details about face-to-face tutorial activities to the LEO unit, for example: Instructions/descriptions Questions/problems to work through The details can be visible to students so they and the Tutor can prepare ahead of time for the activities, or hidden from student view as information for Tutors to facilitate activities only. Potential Tools: LEO Label, LEO File, LEO Page. Activities can be created by anyone in the discipline team. However, activity creators must also consider how the activities will be facilitated by the teaching Tutors and/or Lecturers during the study period. If there is a Note to Lecturers label, HIDE or DELETE it after adding the Activity or Activities to the LEO unit Page 12 of 13

Knowledge Check [Label Heading 2] This section contains specific revision activities. Do these activities to check your progress. [Label Paragraph] Note to Lecturers: Knowledge Check (optional, but a reasonable number strategically placed across the unit are required) Give students the opportunity to do a revision task to focus their study in preparation for assessment tasks. and tools Activities will depend on the ILOs and will vary across the unit. For example: Quizzes with embedded feedback. Tool: LEO Quiz Summarising activities. Potential tools: LEO Wiki, Padlet virtual wall (free web-based tool) Concept mapping activities. Potential tools: Popplet (ipad app with a free version), MindMeister (webbased app with a free version), LucidChart Venn Diagram Maker (web-based app with a free version). Include a LEO Label to briefly introduce the revision activity and its relevance to ILO/s and assessment. Knowledge Check activities can be created by anyone in the discipline team. However, activity creators must also consider how the activities will be facilitated by the teaching Lecturers during the study period. If there is a Note to Lecturers label, HIDE or DELETE it after adding Knowledge Check Activity to the LEO unit Page 13 of 13