Templates Working Group - Charles Darwin University Working Group... · · 2016-04-28The...

Templates Working

Group Summary of key findings

Office of Learning and Teaching

Template Working Group – Summary of key findings 2012 Page 2

Background

In response to several project initiatives undertaken by the Office of Learning and Teaching in 2012 a

working group was established to review Learnline templates. The Templates Working Group was

formed with representation from the Office of Learning and Teaching, and university academic staff. The

group met fortnightly from August to December and considered input from a range of sources including;

Academic research and online resources

CDU student SELT data and feedback

Blackboard World, 2012

Blackboard’s Learning and Teaching Conference, September, 2012,

OLT’s exemplary course rubrics tools and

OLT’s 6 Key Principles for Online Teaching.

The primary objectives of the template Working Group were defined as;

Analyse existing student data in relation to Learnline feedback

Identify existing ‘templates’ across the university

Agreement on the checklist to be used for assessment of templates

Critically analyse the rubric against what students have said to ensure that we are capturing the

main concerns

Assess the templates against the rubric (pre-teaching checklist)

Identify reusable objects/modules of generic content (what do we have? do we need to

update/improve it? what else do we need?)

Review template themes from Blackboard Service pack update release and decide on which will

meet CDU’s needs

Group Membership

Table 1 - Template Working Group Membership

Office of Learning and Teaching

Innovative Learning

Resource Development

Helen Rysavy

Learnline Development & Training Bill Searle, Michael Davey, Zac Watt, Holly Burgoyne,

Ken Gibson

Education & Training Developer (HE) Trevor Billany, Bopelo Boitshwarelo , Alison Reedy –

ACIKE Project


Education & Training Developer (VET) Tony Allan

School of Education Amander Dimmock , Laurence Tamatea

Faculty of EHSE Paul Irving, Sheryl Maher

School of Law & Business Darius Pfitzner

HEPPP Project (IntoUni) Julie Esson

Background

As a starting point it is important to first define a template. Hill, Fresen and Geng (2012) provide a useful

definition stating that a ‘‘course template’’ refers to a framework for, or initial state of, a course site, at

the point of delivery from the instructional technologist to the instructor. A template is more developed

than a blank site that is available in the course platform, but it awaits the teaching and learning content

and the body of knowledge that constitutes the core materials and activities in the course.

While there is considerable information on course and unit templates in scholarly articles and internet

searches, most of these relate to interface elements such as wizards, which guide the creation process.

As such this body of knowledge is not particularly helpful to the discussion around the design of

templates. However there is a smaller body of work both within the literature and in examples from

other institutions which demonstrate a variety of approach on a continuum of driving factors from

pedagogical to the more practical. At one end of the spectrum there is a model based upon pedagogical

frameworks and theory driving the design and approval of templates while at the other is the more

practical or pragmatic approach around consistency, design, layout, and accessibility as the key driver.

The argument for pedagogic design as the driving force is strong if there is agreement and support at the

highest level for moving an institution to a particular teaching approach. For example, the UNSW has

established guides for the creation of online units and have based their guides on constructivism and

activity based theory; in this instance they provide 2 templates developed around collaborative learning

and problem/project based learning design. UNSW also provides a basic template that is not centred on

learning design principles but more focused on unit structure, attributes and design (McAlpine, & Allen

2007).

The University of Queensland provides a template that was designed in collaboration with academic staff

and implemented in 2010 which incorporates items that are required in order to meet minimum

presence requirements. In this example the template provides structure and navigation elements via the

unit menu and faculty can customise the template provided they maintain the minimum requirements.

(University of Queensland, Blackboard Course Template, 2010). However this would either mean that

only a limited number of disciplines or courses would use such templates or if rolled out more broadly

would limit the academic/teaching freedom quite considerably.

Moving along the spectrum there is more information and agreement around pragmatic approaches

which focus on consistency, design, layout and accessibility. Wright (2011) offers a comprehensive list of

components, intended for reviewing existing sites, for example accessibility, organisation, layout,

instructional strategies, and so on. Wright’s (2011) list of components resonates with the design and

pedagogical factors presented by Fresen (2005) who synthesised six categories of factors; institutional,

technology, lecturer, student, instructional design and pedagogical that determines the success of the

design process which is eventually realised in an online course.


Jara and Mohamad (2007), present components leading to a list of suggested pedagogical templates for

e-learning, which they deem to be models of technology integration. They disclaim comprehensive

coverage: ‘‘These templates do not attempt to cover the full range of possibilities nor to consider all

variables . . .’’ As such they appear to be overlaying technological aspects to a defined set of

approaches. Similarly, Hernandez-Leo, Asensio-Perez and Dimitriadis (2005) propose a structured and

scripted method of incorporating collaborative teaching methods into standards-based learning design.

Both Brouns et al. (2005) and Hernandez-Leo et al. (2005) provide scenarios for successful re-use of

learning designs already known to work and prompting, as the next logical step, the design of practical

templates

In a course template project at the University of Glamorgan (Woodward, 2010), the first goal was ‘‘To

provide students with a consistent, accessible overview within their own modules’’, but the project team

recognised that ‘‘academic staff should retain flexibility and choice in how they present the detail of

their content, and that the template should facilitate the work of building a module and not restrict it’’.

This is a fundamental consideration in deciding on a direction or beginning point on the continuum.

CDU currently has no approved pedagogic approach and given the dual sector nature and the extent of

disciplines at CDU this in itself would require a massive undertaking with vast implications for online

teaching and academic freedom. Additionally, student feedback indicates that they are most concerned

with the more pragmatic elements.

The SELT data from Semester 1 2012 provides an insight into the experiences of our students studying

via Learnline. In considering this data the working group categorised the feedback into four main areas:

navigation, difficulty in finding content, consistency of design and Learnline training.

The common themes in the feedback were:

units needed to be easier to navigate

unit navigation and structure needed to be consistent

would be helpful if resources were grouped into specific categories

clearer instruction for activities, assessment and content be provided

options be considered to simplify the layout

Student orientation to Learnline

The feedback from student evaluations backs the notion of consistency, design, layout and accessibility

as key elements of a template which supports the goals of project from University of Glamorgan

(Woodward, 2010).

In this summary the working group presents how a template can support the development of a unit site

by offering components for consideration and modification by individuals. The summary presents a

suggested framework however at this stage has not considered the higher level pedagogy for reasons

previously stated, but has delivered a navigational framework and structure to support site

development.


Why use a Template? An important consideration in moving forward is to consider the benefits in using a template which will

both inform the work in developing the template but also provides a basis for ‘selling’ the concept. In

the context of online learning and teaching a template brings a number of benefits;

Table 2 - Benefits of templates

University Value Lecturer Value Student Value

Brand & Theme Rapid editing Consistency

Consistency Maximise time & effort Common structure

Common content Meet targets Navigation

Content management Best practice Unified experience

When developing site templates Blackboard (2012) identify five key areas requiring consideration:

1. Navigation

2. Collaboration

3. Content

4. Assessment

5. Support

These five areas also resonate with the literature and as such have been used to guide further analysis

and discussion. The following table identifies the elements that align to each of these areas.

Table 3 - Five key areas to consider when developing templates

Navigation How to use this unit

Unit tour

Chronological

Thematic

Activities

Collaboration

Discussion

Feedback

Interaction

Cooperation

Community

Content

Icons

Images

Common or generic

Call to action

File types

Standards

Assessment

Objectives

Assignment

Options

Standards

Formative / summative

Support Learn more…

Contacts & Options

System Requirements

Add-ons and utilities


Identify existing Learnline templates:

Learnline templates have been provisioned through the Office of Learning and Teaching via the Learnline

Development and Training Team and provide an effective method in managing the annual unit copy

process and associated unit production cycle. Over time the suite of templates has grown from an initial

Higher Education template to more individualised theme/discipline and project related templates with

some templates surfacing from faculty and school, currently the suite includes the following;

CDU HE Template

o Developed by the Office of Learning and Teaching previous manifestation (TLQG). Most

commonly used template across Higher Education Units and is used when creating a new

unit on Learnline when one has not existed previously. Provides common core content

items, reusable items, basic navigation structure and CDU brand elements.

ACIKE Template

o Developed and approved by the Office of Learning and Teaching during the ACIKE/BIITE

project, 2012. Commonly used for all ACIKE units. Provides common core content items,

reusable items, navigation structure, framework, guidance for site development and

customised styling.

Business Template (formally used by Evolve Project)

o Developed by the School of Business during the Evolve project, 2011. Commonly used

for all Business and Law units. Provides common core content items, navigation

structure and companion guidelines for site development.

Education Template

o Developed by the School of Education, 2012 modelled on the ACIKE/BIITE template.

Commonly used for all Education units. Provides common core content items, navigation

structure, framework, guidance for site development and customised styling.

EIT Template

o Developed by School of Engineering and IT in 2009 and redeveloped by LDT in 2012 to

address specific formatting issues (HTML issues). Commonly used for all Engineering and

IT units. Provides common core content items, reusable items and navigation structure.

VET Template (under development)

o Currently in draft form, developed by the Office and Learning and Teaching, 2012, VET

Development Team. Provides common core content items, navigation structure,

framework and guidance for site development.

AUR VET Template

o Developed by VET Automotive, 2012 to address specific requirements relating to CDX

Automotive Online Interactive Program resources. Provides common core content items

and navigation structure with embedded content from CDX Automotive.


Comparing the existing Learnline Templates

The table below shows a comparison of the seven templates and demonstrates the differences in

approach to navigation, structure and style. It is evident that while there is some consistency

demonstrated in the use of common communication tools and determining announcements as the

home page there is some disparity surrounding the learning materials items, student grades link and

assessment information. Using this information and that garnered from student feedback, the literature

sample and other sources has informed the proposed template models presented in this report.

Table 4 - Comparison of existing templates

Summary of existing reusable objects, generic content

Reusable objects are used extensively throughout Learnline and enable common core content items to

be populated into Learnline units during the unit copy process. This assists to facilitate rapid editing of

the units, provides elements that are common across all units and is managed via the institution Content

Collection. As these objects are created as html items it also enables currency of content to be managed

in one location and updated across all units if content requires editing or updating. These objects cannot

be edited by the lecturer or unit builder.

Note: Changes to content in a reusable object will impact content in all units and not from a point in

time; subsequently a unit with a reusable object from a previous teaching period will also be affected.

This is particularly relevant for legacy units with active student enrolments.


The table below is a summary of identified and commonly used reusable items.

Table 5 - Summary of reusable objects in Learnline

Common Learnline Reusable Objects ACIKE Project Reusable Objects

Assessment

Assessment Submission

Safe Assign Submission Instructions

(Draft)


(no Draft)

Using Safe Assign

Examination Information

Assessment Rules and Plagiarism

Breach of Academic Integrity

Tips for taking online quizzes

Assessment

Assessment Submission Instructions

Academic & Assessment Rules

Assignment coversheet

Content

E-Reserve Information

Study Skills Information

Think about your OH&S

My Grades

Census dates Information

SELTS Information

Faculty Learning and Teaching

Committee student representation

Graduate Attributes generic

information

Support

Content

Academic Language and Learning Success

Program

ACIKE LibGuide

acike-unit-tour-YouTube

Consent Forms

Continuous Feedback

Continuous Feedback Form

Copyright, Privacy & CDU Disclaimer

Copyright Regulations 1969 - Part VB

Feedback

Library Services

My Grades

Need Help

Netiquette

Office of Indigenous Academic Support

olt_talent_release_sept2012

Online classroom help

PTS Assessment Requirements

Referencing requirements

Resources for developing and maintaining

ACIKE Learnline units

Search CDU books, eBooks, Journals and

Databases via Summon

Search eReserve


Summary of Generic Content items in Learnline Templates

Common core content items are those items that have been copied from a previous unit offering or existing template and have not been created as a reusable item. They contain specific content that can be contextualised to the individual unit and edited by the lecturer or unit builder. The following items have been identified.

Printable Unit Information generic information

Copyright, Privacy and CDU Disclaimer

CDU Library Online Tutorials

Review of Unit Themes available through Service Pack enhancements

Recent releases of Blackboard Learn present a range of theme and style options that allows for deeper

customisation of units and includes the ability to modify look and feel, colour scheme and apply teaching

styles and design themes. This feature enables optional content examples created in the unit, alters the

unit menu structure, applies a background image, modification of colour and controls the structure of the

unit. Applying the themes/styles however does not replace existing unit items or content, as the new

structure and style is added and the look and feel changed instantly.

Innocently the themes can be applied at any stage during unit development or indeed at any time once

deployed, correspondingly the change is instant and immediate altering the entire unit. Currently, there

is no option to develop a unique unit theme/style and then select that option to apply, consequently

enabling this feature would alter any CDU brand elements employed in unit templates and create

additional requirements to modify edit and contextualise the added elements.

Blackboard offers five unit theme/styles categories; some based upon teaching styles others around

systems and content.

1. Focus on Activity

1.1 Activity 1.2 Case Study 1.3 Conference Session 1.4 Constructivism 1.5 Expedition-Based 1.6 Experiential Learning 1.7 Project Format

2. Focus on Communication

2.1 Cooperative Learning 2.2 Guided Discussion 2.3 Social Learning 2.4 Web 2.0

3. Focus on Content

3.1 By Chapter 3.2 By Lecture


3.3 By Lesson 3.4 By Module 3.5 By Subject 3.6 By Topic 3.7 By Unit 3.8 Science Focused 3.9 Traditional

4. Focus on Systems

4.1 ANGEL 4.2 Blackboard Classic 4.3 Blackboard Learn-Default 4.4 CourseInfo 4.5 eCollegial 4.6 Open Source 1 4.7 Open Source 2 4.8 WebCT 1 4.9 WebCT 2

5. Focus on Time

5.1 Daily 5.2 Weekly

Template Group Outputs Overview

1. Objective

a. Determine to develop two1 templates (one for HE and one for VET) with multiple aspects

of variability. TWG understands that more than two templates will emerge2 producing an

outcome that aligns with original intent of 5-8 templates.

2. Description of what CDU’s template should look like:

a. Templates will contain a shell3 that is to provide consistency in navigation, location of

information common to multiple units, site appearance and feel.

b. The shell will include:

i. Specified headings, sub-headings and the order of these headings that are to be

contained in the left side menu

ii. Guidance as to the information is expected to be contained under each heading

iii. Corporate Branding

iv. Guidance in areas of site design such as linking information that may have

otherwise been repeated under multiple headings within a site.

1 Reference: Minutes 26 Sept.

2 A limiting criterion for allowing emergence of new templates is that there must be consistency across a school to

ensure students following any particular pathway experience consistency and familiarity regarding all their Learnline sites. 3 Terminology: The Shell is the compulsory component of the template containing minimum standards.


c. Options that enable consistency to the student as well as flexibility in learning design.

For example the landing /home page can be:

i. An announcements page

ii. Dashboard page (designed according to guidelines)

3. Implementation:

a. Template development and build, May – June 2013

b. Consultation and feedback, June – July2013

c. Companion guidelines developed to support unit development using a standard

template, S1-S2 2013

d. Professional Development required to implement change and introduce the effective

use of the new templates, S2 2013

e. Recommended implementation, SS, 2013

4. Alignment:

Charles Darwin University Strategic Plan 2012 – 2014

1.1 Identify factors that affect student success, and target support and other programs towards

those factors.

1.4 Provide high-quality student support and best practice, contemporary learning environments,

both on and off campus, which enhance students’ educational experience.

1.6 Facilitate and support faculty-led innovative approaches that best meet the University’s

learning, teaching and training challenges.

Charles Darwin University, Learning and Teaching Plan 2012-14

Objective 4; Improving Learnline, Objective 4.4.

5. Consideration was given to other complementary initiatives such as:

i. Alignment to 6 Key Principles for Online Teaching developed by the Office of

Learning and Teaching;

1. Structured Learning 4. Collaboration

2. Active Learning 5. Feedback

3. Teacher Presence 6. Inclusiveness

ii. Evaluating Exemplary Learnline Units: Rubric, Review Tool and Summary Sheet

iii. Learnline Development and Training Unit Readiness Assessment Criteria (under

development)

iv. Usability, Accessibility and Copyright for files in Learnline, a best practice guide


Template Group Outputs Agreement on the checklist to be used for assessment of templates

Critically analyse the rubric against what students have said to ensure that we are capturing

the main concerns

Assess the templates against the rubric (pre-teaching checklist)

Running in parallel to the work of the Template Working Group was a number of projects that impacted

the decision to reach agreement on a suitable checklist for the assessment of the proposed templates.

This includes the complimentary activities identified in section 4 in the Group Outputs Overview above.

At this stage the group made a decision to focus on the template structure and design and integrate

elements aligned to the 6 Key Principles for Online Teaching developed by the Office of Learning and

Teaching. This is yet to be tested and evaluated and is part of the summary of actions that conclude this

report.

At this point further consideration will also need to be given to integrate learning and teaching styles or

pedagogical approaches into the template design. It is anticipated that moving the template in this

direction will also require more thorough development work and wide consultation to ensure that such

an approach does not dictate but rather supports the development of sites.

As a result, the working group resolved to focus the output on developing a standard unit navigation

structure, a framework for design, identifying common core content items and conforming to CDU

brand.

The group determined that the key areas of unit navigation be grouped by specified top level menu item

headings and sub headings and ordered in such a way to assist commonality and present consistency

across the templates. An overview of the proposed navigation structure and menu content items for

Higher Education and VET are shown in the tables below.

The Learning Materials menu item sub headings was identified as the common navigation item whereby

faculties, schools and coordinators had some licence to determine the structure. The rationale to this

conclusion is that each faculty, school theme and coordinator approaches the delivery structure of

Learning Materials differently. The working group identified that Learning Materials are presented in

Learnline by; activities, projects, tasks, weeks, modules, subjects, folders and topics.

In considering Mobile Learnline (Blackboard Mobile) the working group determined that mobile best

practice options are promoted and supported by the Office of Learning and Teaching to facilitate mobile

access to units. Mobile best practice will need further consideration when developing companion

guidelines to support unit development. This view is also backed up by the notion of not presenting too

many template options and to enable efficient management of the biannual unit copy process.


Proposed Template HE Unit Navigation Structure

Table 6 - Proposed Higher Education Navigational Structure

Unit Menu Item Related Content

Landing Page (Unit Home Page)

The home page is the entry point to the unit and

consists of either unit announcements or the unit

dashboard. The Unit Announcements entry point is

the minimum requirement with dashboard

considered as an alternative option. The dashboard

option contains modules to help students keep up

to date in the unit. Links to any unit

announcements and new content and posts are

displayed via My Announcements, What’s New and

To Do modules.

Announcement Page

Unit Dashboard (What’s New, To Do)

About this unit

This area is for lecturers to add unit outline or unit

information. A staff contacts link with contact

details should be added here. Additional content

options include a unit tour (how to use this unit)

and information regarding copyright and OH&S.

Unit information/Unit outline

Set Text

Study Plan

Staff Contacts

Unit Tour

Copyright statement

OH&S

Assessment

Information and links to all the unit assessment

items can be provided here. Include assessment

overview, assessment items and submission points,

links to relevant instruction and guidelines and CDU

Assessment rules and related Governance policy.

Assessment Overview

Assessment Rules and

Plagiarism


Relevant CDU Governance

links

Assessment Submission

Using Safe Assign


(Draft)


(no Draft)

Examination Information

Cover sheet and instructions


Learning materials

This area contains instructions and tools that guide

the students through what they have to do in the

unit. It could be structured by weeks, subjects or

activities, as a set of topics, or simply as a folder

where all activities can be accessed in one place.

This should contain links to relevant content items

as well as tools – e.g. discussions, quizzes and

assignments in context with the learning materials.

Contains links via Unit navigation to

tasks, activities and materials.

Structure is to be determined by

theme / school and coordinator.

Possible options include: Weeks /

Subjects / Activities / Modules /

Folders / Topics

Learning materials contain links to

relevant tools activities and resources

in context with the content item. (E.G.

Link directly to the Discussion Board to

post a related post to the content

item)

Learning with others

This area is all about opportunities for student

interaction, collaboration and communication. It

would identify the nominated tools, provide

instruction and contain links to the relevant tools

using the Unit Tool Link option. Tools not being

used should be hidden from student view.

Links to communication and

collaboration tools

o Blogs

o Wikis

o Journals

o Online Classroom

o Groups

o Discussion Board

Any activity that enables student to

student interaction

Unit Tools link

Hide Tools not being used in the unit

Resources

Useful resources contain information that is

additional to the material in the ‘Learning

Materials’ area can be added here e.g. Library, web

links, glossary, reference documents.

Groups all resources that relevant to units

(student My Learning)

o CDU Library

eReserve information and links

eReadings (Journals, articles etc...)

Referencing and citations

Academic Study Skills support

Relevant links, external websites in context to

the unit of study

Relevant Learnline Community sites

Relevant Legislation

Help & Support

This area provides help and support services to the

student and includes links to relevant support

services offered by CDU. At a minimum it should

Student focused and related support

services at CDU

Learnline Support resources and guides

24 HR Student Support information


include Learnline support and CDU IT support

options.

Student counselling options and

information

CDU Student Services

ITMS Student Services

Relevant Policies and Procedures

Proposed Template Unit Navigation Structure (for VET)

Table 7 - Proposed navigation structure VET

Unit Menu Item Related Content

Landing Page (Unit Home Page) Announcement Page

Unit Dashboard (What’s New, What’s due)

About this unit Staff Contacts

Unit Outline (Attach Printable format in approved

format)

Under Unit outline the following can also be

displayed as items in the order provided

(Optional as all are to be in attached printable

format and items present an opportunity to

emphasise what is important):

o RPL information for students

o Elements of the unit (Learning

Outcomes)

o Employability Skills incorporated in this

unit (optional at this stage)

o Delivery Plan in a table format with

columns titled with the following:

Session date and time

Learning Activity

Resources required by

students

Assessment Tasks (Schedule)

o Assessment

(which links to Assessment

Outline subheading in

Assessment section)

OH & S

Copyright, Privacy and CDU Disclaimer


Unit Tour

How to navigate

o Brief statement, video or slide

presentation outlining the unit

E.G When you log into this unit

your home page will be XXXXX.

To navigate back to the home

page at any time click the

home icon in the unit menu.

Overview of the unit structure

o This unit is delivered by sessions or

otherwise

o Narrative of unit layout and what is

expected of the student, in terms

Where to find Help & Support

Link in the unit menu

Student autonomy

Timeline and submission

benchmarks

When to contact lecturer and

links / guidance to lecturer

contact details

Assessment

Assessment Overview in a table format with

columns titled with the following:

Assessment Task

Instructions

Resources required by students

Due Date

Assessment submission process

Using Safe Assign: Submission Instructions (If

appropriate)


(no Draft)

Cover sheet link and instructions

(If appropriate)

Plagiarism


Relevant CDU Governance links

Learning materials

Minimum standard is to present learning

materials in sessions. The structure of

which should provide the following:

Topic of the session

Overview of the activities to be done in


the session (set expectations)

Outline of what elements will be

covered in the session

Content

o The rest will vary depending

on the design of the unit.

Typically they will contain

information content, graphics,

links via unit navigation to

tasks, activities and/or

materials. Structure is to be

determined by team leader,

EPM and TPWG chair.

o Learning materials contain

links to relevant tools activities

and resources in context with

the content item. (E.G. Links

directly to the Discussion

Board to post a related post to

the content item)

o Third party SCORM packages

are imported to here.

Learning with others

Links to communication and collaboration

tools

o Blogs

o Wikis

o Journals

o Online Classroom

o Groups

o Discussion Board

Any activity that enables student to

student interaction

Unit Tools link

Hide Tools not being used in the unit

Resources

Groups all resources that relevant to units

(student My Learning)

o Legislation

o Relevant links, external websites in

context to the unit of study

o Relevant Community sites

o eReserve Information and links

(If appropriate)

o eReadings and text books


(Journals, articles etc..)

(If appropriate)

o Academic Study Skills support

(If appropriate)

o Referencing and citations

(If appropriate)

o Instructions on how to write a CV

and a cover letter

Help & Support

Student focused and related support

services at CDU

o Learnline Support resources and

guides

o 24 HR Student Support

information

o Student counselling options and

information

o CDU Student Services (Enrolment

Help and Equity)

o ITMS Student Services

o Library contact details

o Relevant Policies and Procedures

Summary of actions

Table 8 - Summary of follow-up actions

Action Timeframe Who

1. Re-convene TWG May – Sept OLT

2. Development of 2 templates

“proof of concept” VET and HE

May – June VET Ed Development Team

HE Ed Development Team

LL Development & Training Team

3. Template Working Group to

review and refine provide

feedback

May - June TWG

4. Review modify & edit reusable

items and agree on suite of

objects

June VET Ed Development Team



5. Review & consultation with

faculties and schools

May– August TWG

6.Fine tune templates to August – Sept VET Ed Development Team


incorporate feedback HE Ed Development Team


7. Develop companion

guidelines, including mobile best

practice.

June– Sept VET Ed Development Team



8. Present template options to

academic community through

forums

Sept VET Ed Development Team



9. Review and assess templates

against approved readiness

assessment criteria

May - Sept VET Ed Development Team



10.Pilot approved templates

Summer Semester 2013

Nov – Feb 2014 VET Ed Development Team




Sample Template Unit Navigation Structure

Unit Home

Top level Navigation

Divider

Sub navigation grouped by common items


References: Blackboard (2013) The Official Blackboard Help Site - Blackboard Learn 9.1 SP10 Course Options, Using Course Structures

Charles Darwin University (2012) CDU Student Experience of Learning and Teaching (SELT) Semester 1, 2012.

Hill, R., Fresen, J & Geng, F. (2012) ‘Derivation of electronic course templates for use in higher education’, Research in Learning Technology, The Journal of the Association for Learning Technology (ALT) Volume 20

McAlpine, I. & Allen, B. (2007). ‘Designing for active learning online with learning design templates’. In ICT: Providing choices for learners and learning. Proceedings ascilite Singapore 2007

The University of Queensland (2010) The University of Queensland, Blackboard Course template available online at: (http://www.elearning.uq.edu.au/node/307)

Webber, C. (2012) Using Templates to Improve Course Design, presented at Blackboard World Conference 2012, New Orleans.

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