Blended Learning Showcase

In this video, JCU lecturer in Anatomy, Dr Alex Trollope from the College of Medicine and Dentistry discusses her strategies for teaching conceptual knowledge and skills, including:

• Consideration of student demographics
• Breaking down the concepts and aligning these to the students’ future careers
• Incorporating technology
• Providing opportunities for small group work and collaboration between the students
• Modelling practices
• Checking for understanding
• Incorporating online resources, such as the Discussion Board
• Using Learning Analytics to identify at-risk students, and
• Building rapport with the students to support their learning experiences.

Alex's practice demonstrates the following JCU Standards for Blended and Online Subject Design:

Standard 1: Curriculum and learning materials are aligned, available and engaging

Threshold:

• Select content that is aligned to learning outcomes
• Select content to support different learning styles
• Ensure subject design includes guidance for learners to work with content in meaningful ways

Key first year indicators:

• Provide explicit guidance on how to use learning resources within LearnJCU (site map, location of assessment, learning activities, collaboration tools)

Standard 2: Assessment tasks are aligned, available and engaging, including formative assessment

Threshold:

• Use a variety of assessment types that ensure academic integrity according to JCU Learning, Teaching and Assessment Policy core principle 5
• Provide assessment for learning opportunities in all subjects including the use of diagnostic tools, peer assessment, multiple attempt quizzes, etc.

Standard 3: Students are provided with opportunities to interact with peers

Threshold:

• Ensure face-to-face teaching provides opportunities for students to collaborate and develop a sense of belonging through active learning and group activities
• Use online discussion tools in a purposeful manner

Standard 4: Students are provided with opportunities to interact with staff

Threshold:

• Provide synchronous support options of up to two hours per week for external students
• Ensure staff contact information is easy to find and includes more than one form of communication in accordance with the JCU Learning, Teaching and Assessment Policy item 8.5

Key first year indicators:

• Utilise Learning Analytics to proactively identify students in need of support to enable resources to be provided as appropriate

Standard 6: Students are supported in their use of educational technology

Threshold:

• Introduce varied technologies gradually
• Provide links to key web-based discipline resources including learning applications (apps)
• Model learning technology use in face-to-face delivery in internal subjects
• Recognise disparities in students’ access to internet services

Standard 7: Students are supported in their understanding of career choice

Threshold:

• Embed strategies to support students to develop a professional identity

Standard 8: Students are directed to support services

Key first year indicators:

• Actively engage with key transition support services and provide links to information/services

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