1. Julia Avenell and David Balfour
CREATIVE PRACTICE EDUCATION ONLINE Using core Moodle tools to merge creative practice pedagogies with online pedagogy
Julia Avenell and David Balfour
Introduce ourselves
Acknowledgement of country
1 minute

2. OUR PURPOSE
We FIND, SUPPORT AND DEVELOP Australian Storytellers of tomorrow.
National screen and broadcast training agency
Established in 1973 to promote the Australian film industry
Who are we?
How did we come to be?
What do we do?

3. THE STUDENTS Merit based selection process
Diverse backgrounds and ranging experience levels
Not all school or HE leavers
Share a passion to tell Australian stories and contribute to the broadcast industries.
Who are our students?
Where do they come from?
What are their goals?
We are small. Next year we will just under at most 350 students across BA MA and Grad Dip Programs

4. OUR PHILOSOPHY Industry relevant education Experiential Learning model
Conceptual approach to understanding creative practice
Collaborative based learning
Reflection and self directed study are key elements
What is our approach to learning?
What is our teaching philosophy?

5. Experiential Learning
ACTION: Doing
(Concrete Experience)
ACTION: Again!
Planning - Research: Further Skills & Resources
Reflection
Abstract Conceptualization

6. CONCEPTUAL APPROACH BA Screen Production
Not traditional disciplines – but the six pillars of screen storytelling
BA Screen Production

7. Semester Overview Structured and managed experience for the students.
As you can see we are very different in experience from typical HE providers.
There is a lot of similarity with High School – but also a lot of difference.
LAST WHO WE ARE SLIDES

8. OUR SOLUTION COURSE SET UP
Course as one format = collapsed topic format 
Each section of weekly content is released the week before class, unless required earlier 
Students consume resources at their own pace
Completion tracking is turned off to prevent confusion
That is who we are and what we do.
This is how we have evolved an eLearning solution to support students on that journey.
We have used basic Moodle tools and themes and pushed them to make an improved experience with limited resources.
How do we expect students to engage with their course?
How have we used Moodle to match the unique situation of our course with our students needs?
Why completion tracking is turned off?
(Students consume resources at their own pace, and completion tracking affected the dashboard progress bar – some students found that confusing and inaccurate) ?

9. COURSE PAGE We have chosen to use the boost theme.
How is the architecture of the course set up?
How do we use STEALTH MODE?
The icons provide navigation to essential places – like their course outline, online timetabling system and their Office 365 Accounts, and their assessments
Some links external > Some link to moodle objects in the course > if so these are hidden using “stealth mode”

10. STEALTH OBJECTS
Example of hidden navigation objects using STEALTH MODE
How is the hidden content managed and why?
The set up of the hidden content section and the architecture of the page is managed by the Administration and elearning staff.
This leaves the teaching staff to focus on the learning content
It also ensures that everything is set up the same way and the student experiences consistency throughout the course.

11. COURSE PAGE How do we use the collapsed topics?
follows the weekly timetable pattern per subject
How is content released?
Released the week before
What / how is content is going up?
Staff are populating their teaching weeks before and after the workshops that happen in those weeks with lecture notes, lecture recordings and readings

12. WEEKLY CONTENT Example of a standard week in a subject called story.
The design is very simple
What is the advantage of that?
We have lots of staff > with varying levels of Moodle experience > everyone can easily get their content up

13. ATTENDANCE
How is attendance monitored?
How is attendance reported on?

14. THE GRADEBOOK
Teaching staff mark directly into the Rubric > leave a comment or upload a feedback document > some will use the comments function.
What is the workflow process?
Grading Workflow is turned on
Tutors mark > grades are reviewed by panel consisting of Head Teacher and Course Leader and someone from the Education Team > course leader releases

15. THE LEARNING PLAN

16. AUDIO / VISUAL STRATEGY
An evolved a strategic view on the use of video and audio
Use it to accommodate learning styles
Sourced Material (Kanopy / Lynda / Click View)
Records of Events: Zoom sessions / lectures/ webinars
Low:
quick updates from lecturer to class
Formative feedback to individual students
High:
fixed assets re-useable
What is our strategic view on using video?
We have evolved a strategic view on the use of video
Sourced Material
Zoom / lectures/ webinars
Low – quick updates to camera
High – fixed assets re-usuable

17. Our delivery approach has many unique challenges.
And we are always looking for new and better ways to drive our teaching and learning with Moodle
Now we would like to open up the conversation > to hear any suggestions YOU might have on how we can improve our approach > and also take any questions you might have.
For this we will use Mentimeter – please take out your phones or devices!
Send us your thoughts and questions.

18. OUR CHALLENGES Large gradebooks
Assessment
Collaborative Tools
Large gradebooks
Lots of staff working in the gradebooks
Transient staff
Notifications
Finding the right collaborative tools for creative practice
Managing Content
Avoiding the scroll of death.
What are the challenges of the gradebook being set up as a course in one?
Size > the number of assessable items > can be overwhelming for less experienced staff
Many lecturers and staff are marking and monitoring them > this is why we need a robust workflow marking process
Lots of transient lecturers > means regular and ongoing training and support > everyone knowing what they need to do at their stage in the process
Notifications > lecturers get late notifications about assessments that don’t apply to them
Collaboration – difficult for us to find the right collaborative tools - Moodle doesn’t have enhanced collaborative learning tools.
(examples the artefact assignment / post production documents)
Managing Content > scroll of death > encourage use of books

19. THANK YOU Thank you for being part of the conversation
We hope you found some of the ways we are driving experiential and collaborative learning with Moodle useful.
Please come and talk to us throughout the rest of the conference if you have any questions or thoughts on our process.
THANK YOU