Course Director’s Strategy Day April 2017 Good practice in online learning: interacting effectively with students Liz Johnson, PVC Teaching & Learning

Good practice in online learning Each course of study is designed to enable achievement of expected learning outcomes regardless of a student’s place of study or the mode of delivery (Higher Education Standards 3.1.4) Online students will have equivalent opportunities to learn as do located students. Online students will have a premium learning experience. Teaching teams will be aware of requirements for interactivity. Deakin courses and units will be compliant with the Higher Education Standards. http://www.acode.edu.au/pluginfile.php/579/mod_resource/content/4/TEL_Benchmarks.pdf https://www.ncsehe.edu.au/opportunity-online-learning/

NMC is consensus from gloabl Equivalent opportunities to learn… Equivalent… but not the same? Flexible, accessible but still supported Design for learning relationships Interactions*: - with content - with peers - with teachers NMC is consensus from gloabl *Moore, M. (1989). "Editorial: Three types of interaction." American Journal of Distance Education 3(2): 1-7.

Cloud-first learning design: Stone, 2017 Know who the students are Develop, implement and regularly review institution-wide quality standards for delivery of online education Intervene early to address student expectations, build skills and engagement Explicitly value and support the vital role of ‘teacher-presence’ Design for online Engage and support through content and delivery Build collaboration across campus to offer holistic, integrated and embedded student support Contact and communicate throughout the student journey Use learning analytics to target and personalize student interventions Invest in online education to ensure access and opportunity Explicitly value and support the vital role of ‘teacher-presence’ personal introductions  Active discussion boards   timely and detailed feedback  inclusive and relevant learning activities and assessments  peer interaction   Design for online Inclusive and accessible engaging content (eg short videos) communication and collaboration tools synchronous AND asynchronous activities multiple formats for info  self-paced learning range of assessments  Units are our teaching units because we use them to (1) mark progression through a degree and (2) to structure learning on different topics It is possible to structure learning differently – for example the M Professional Practice offers digital credentials to students to demonstrate achievement of intended learning outcomes.

Cloud-first learning design Minimum standards for unit sites and course sites ↓ Standards for online learning and teaching Learning Design and feedback Learning design, pedagogy and evaluation of technology enhanced learning Learning Experiences/resources/tools Ensuring students have active, authentic and media-rich resources and access to appropriate supports and resources available from the site. Communication/Collaboration Ensuring that a Cloud student has the same opportunity to readily communicate with his or her teacher and peers Assessment and Compliance Equivalency of assessment, copyright and academic integrity. Units are our teaching units because we use them to (1) mark progression through a degree and (2) to structure learning on different topics It is possible to structure learning differently – for example the M Professional Practice offers digital credentials to students to demonstrate achievement of intended learning outcomes. ↓ Consistent learning experience across units in a course

Real examples… Associate Professor Lynn Riddell and Dr Julie Woods Faculty of Health What strategies do you use to interact with online students? How do you create consistency across a course? Where are the opportunities and challenges? Associate Professor Lynn Riddell, Associate Dean Teaching and Learning, Health Dr Julie Woods, Course Director, Grad Cert and Master of Human Nutrition, Grad Cert of Public Health and Nutrition, Master of Nutrition and Population Health

Activity 1: Shared standards Think Which of the draft standards will be most challenging for your course team? Why? Discuss a challenge At your table, identify the 2-3 biggest challenges in the draft standards? Find a solution or a new idea At your table, discuss what would help to tackle the challenge? New standards - how would we improve further? Associate Professor Lynn Riddell, Associate Dean Teaching and Learning, Health Dr Julie Woods, Course Director, Grad Cert and Master of Human Nutrition, Grad Cert of Public Health and Nutrition, Master of Nutrition and Population Health

More projects in-flight…questions? Course Leaders Guide Cloud Deakin Tools: Blogging tool, updating Echo Academic Integrity Policies and Procedures Supporting sessional staff Curriculum Lifecycle Management: online learning design, evidence, approval, review Others…. Associate Professor Lynn Riddell, Associate Dean Teaching and Learning, Health Dr Julie Woods, Course Director, Grad Cert and Master of Human Nutrition, Grad Cert of Public Health and Nutrition, Master of Nutrition and Population Health

Activity 2: Challenges and opportunities Think What does online learning look like to a Cloud student in your course? How do you find out? What is the biggest barrier for you to improve the learning experience for a Cloud student in your course? Discuss a challenge Find someone here that you don’t know well. Explain your online learning barrier to them. Find a solution or a new idea Invite your partner to suggest a solution, a new idea or an action you can take to start tackling the problem. Associate Professor Lynn Riddell, Associate Dean Teaching and Learning, Health Dr Julie Woods, Course Director, Grad Cert and Master of Human Nutrition, Grad Cert of Public Health and Nutrition, Master of Nutrition and Population Health